Lesson Plan in English Xll

School: Mohon National High School Grade Level: Xll

I. OBJECTIVES
Student Teacher: Sedeno Jelly Mae U. Learning Area: Creative Nonfiction
Write a draft
Teaching Date: March 4, 2024 of a short piece using multiple elements
Quarter:
conventionally identified with the literary genres following these
pointers:
A. Learning a. Choosing a topic
Competency b. Formulating a thesis statement
c. Organizing and developing ideas
d. Using multiple literary conventions of a genre
e. Ensuring that theme and technique are effectively developed.
B. Learning At the end of the lesson, the students will be able to;
Objectives a. Identify what literary convention- fiction is.
b. Create a draft of a pieces by following the pointers:
choosing a topic, formulating a thesis statement,
organizing and developing ideas, using literary
conventions of a genre, and ensuring that theme and
technique are effectively developed.
c. Examine a fiction story by identifying the literary
conventions, theme and technique in the story.
II. TOPIC/ Writing a draft of Literary Conventions of a Fiction.
CONTENT
III. LEARNING https://davehood59.wordpress.com/2010/02/10/elements-of-
RESOURCES fiction-literary-techniques/
/REFERENCES
 Visual Aids
 Hand-outs
IV. Preliminaries
PROCEDURES/ 1. Prayers
LEARNING 2. Attendance
ACTIVITIES 3. Classroom rules and regulations
4. Recall for the previous topic

1. Activity
A. MOTIVATION ((Jumble Word)

The teacher creates a jumble of words and then divides the

students into 8 groups, afterwards the teacher calls students to
participate and let students organize and arranged the words.

WORDS:
1. Characters
2. Conflict
3. Plot
4. Setting
5. Theme
6. Denouement
7. Language
8. Frame narrative

2. Analysis

The teacher asks the student:

Questions:

1. How was the activity?

2. How did you come up with your answer?
3. Among those words, how many you’re familiar with?
4. In your own words what that words means?

Discussion
(Jumble Word)

In the same group, the teacher gives each group a topic.

Afterwards, each group creates a small circle and discuss within
their group.

TOPICS:

1. Characters
2. Conflict
3. Plot
4. Setting
5. Theme
6. Denouement
7. Language
8. Frame narrative

The teacher gives 20 minutes to discuss within their groups and

after the allotted time the teacher calls one student each group
to present and explain in front of the class. They also need to
prepare visual aids, the materials are given.

3. Abstraction:

The teacher reinforces the ideas, opinion and knowledge of the

students by providing the exact information about the Literary
Conventions, themes and techniques of a fiction.

USING LITERARY CONVENTIONS OF A GENRE

Literary conventions serve as the building blocks upon which
narratives are constructed. They provide writers with a common
language and framework through which they can communicate
their ideas and craft compelling stories. From the hero's journey
archetype to the use of narrative structures such as exposition,
rising action, climax, and resolution, literary conventions offer
writers a blueprint for creating engaging and coherent narratives
that resonate with readers. Literary conventions provide a sense
of familiarity and comfort to readers, inviting them into the world
of the story and guiding them through its twists and turns. By
adhering to established conventions, writers establish a sense
of trust with their audience, assuring them that they are in the
hands of a skilled storyteller who understands the rules of the
craft. This sense of familiarity allows readers to immerse
themselves more fully in the narrative, suspending disbelief and
surrendering to the magic of the story.

Character
A character is a person, animal, being, creature, or thing in a
story. Writers use characters to perform the actions and speak
dialogue, moving the story along a plot line. A story can have
only one character (protagonist) and still be a complete story.
This character’s conflict may be an inner one (within
him/herself), or a conflict with something natural, such as
climbing a mountain. Most stories have multiple characters
interacting, with one of them as the antagonist, causing a
conflict for the protagonist
Characters are the whole reason for any story. They can be
used to help teach a lesson, to entertain, to educate, and even
to persuade, depending on the author’s goal for the story line.
Characters can be based on real people and events, or be
totally unrealistic, such as space aliens. People become
attached to characters as if they are real, may develop
favourites, and relate to those that have faced similar situations.

Conflict
Conflict refers to the various problems a character encounters in
a story. Conflict in a story is a struggle between opposing forces.
Characters must act to confront those forces and there is where
conflict is born. If there is nothing to overcome, there is no story.
Conflict in a story creates and drives the plot forward.

Plot
Plot is the sequence of interconnected events within the story or
narrative literary work. More than simply an account of what
happened, plot reveals the cause-and-effect relationships
between the events that occur.
The plot is the events or actions that drive your story — it
describes the “what” of your tale. The plot lets the reader know
what's happening, describes the problems your characters are
trying to solve, and gives the details on how they attempt to
solve them. A strong, compelling plot is essential to any story.

Settings
A setting is the time and geographic location within a narrative,
either non-fiction or fiction. It is a literary element. The setting
initiates the main backdrop and mood for a story. The setting
can be referred to as story world or milieu to include a context
beyond the immediate surroundings of the story

Denouement
The denouement of the story is the ending. It is the point where
all conflicts have been resolved and leave the reader with
closure. Denouement directly follows the climax and falling
action of a story. Sometimes, it may be combined with the
climax, though most often it takes place after an event.

Language
Language is the form (register) of a language used when writing
in a formal, academic, or particularly polite tone; when speaking
in such a tone, it is also known as formal language. It may be
the standardized variety of a language.

ENSURING THAT THEME & TECHNIQUES ARE

EFFECTIVELY USE
Themes provide writers with a compass to navigate the vast
landscape of ideas and concepts. They offer a unifying thread
that guides the narrative, ensuring coherence and clarity in the
expression of thoughts and arguments. By defining a central
theme, writers establish a focal point around which they can
construct their piece, allowing for a more cohesive and
meaningful exploration of their subject matter. The effective use
of literary techniques elevates writing to new heights of artistic
expression and impact. Techniques such as symbolism,
imagery, metaphor, and foreshadowing imbue writing with layers
of meaning and emotion, enriching the reader's experience and
eliciting a myriad of responses. Whether it's the evocative
imagery of a sun-drenched meadow or the haunting symbolism
of a faded photograph, literary techniques have the power to
captivate the imagination and leave a lasting impression on the
reader's mind.

FRAME NARRATIVE
A story within a story, within sometimes yet another story. A
frame story is a literary technique that serves as a companion
piece to a story within a story, where an introductory or main
narrative sets the stage either for a more emphasized second
narrative or for a set of shorter stories.
 Foreshadowing
 Using of figure of speech
 Flashbacks
 Cliffhanger
 Symbolism
 Imagery
 Dialogue
 Narrative structure

Theme
The theme in a story is its underlying message, or 'big idea. ’In
other words, what critical belief about life is the author trying to
convey in the writing of a novel, play, short story or poem? This
belief, or idea, transcends cultural barriers. It is usually universal
in nature.
 Coming-of-age story
 Good and Evil
 Love
 Survival
 War
 Family
 Bravery
 Corruption
 Human Nature
 Society
 Life and Death
 Mortality

4. Application

Directions: Create a draft of a pieces by using the genre of

Fiction by following the pointers:
a. Choosing a topic,
b. formulating a thesis statement,
c. organizing and developing ideas,
d. using literary conventions of a genre, and
e. Ensuring that theme and technique are effectively
developed.
The students will be graded in the rubrics below:
(Please see the last page)
V. ASSESSMENT TEST I (Multiple Choice)
Direction: Encircle the letter of the correct answer. NO
ERASURES! ERASURES CONSIDER AS WRONG!

1. In the heart of a bustling city, Sarah, a young architect,

dreamed of designing eco-friendly buildings despite
facing scepticism from her peers. Undeterred, she poured
her energy into sustainable designs, fuelled by a
determination to make a positive impact on the
environment. Despite initial setbacks and rejection letters,
Sarah persisted, attending workshops and honing her
skills late into the night. Her breakthrough came when
she won a prestigious competition for her innovative
green building design, perseverance can overcome even
the greatest obstacles. With her passion and resolve,
Sarah's vision for a greener future began to take shape,
inspiring others to follow their dreams with unwavering
determination.
What is the theme for this selection?

A. Love
B. Determination
C. Happy
D. Family Positivity

2. As Sarah nervously awaited the results of the prestigious

competition, her heart raced with anticipation. The
tension in the room was palpable as the judges
announced the runner-ups, but Sarah's name remained
unmentioned. Just as disappointment began to settle in,
the head judge paused, a sly smile spreading across his
face, hinting at a twist yet to unfold. With bated breath,
Sarah and the audience hung on his every word, their
hopes teetering on the edge of uncertainty. It was in that
electrifying moment that the judge declared, "And the
winner is..." - leaving Sarah's fate suspended in the
balance, poised to either fulfill her dreams or face
crushing defeat.
In the given selection, what is the correct corresponding
technique used in the selection?

A. Flashback
B. Figure of Speech
C. Cliffhanger
D. Herring
3. How does the setting contribute to the mood of the story?

A. By providing insight into the characters' thoughts and

feelings.
B. By influencing the actions and decisions of the main
characters.
C. By creating a sense of atmosphere and tone that
affects the reader's emotions.
D. By driving the plot forward through a series of dramatic
events.

4. A frame story is a literary technique that serves as a

companion piece to a story within a story, where an
introductory or main narrative sets the stage either for a
more emphasized second narrative or for a set of shorter
stories.

A. Theme
B. Narrative
C. Frame Narrative
D. Narrative Frame

5. How does denouement contribute to the overall impact of

a story?

A. provides readers with a sense of closure and allows

them to reflect on the events of the story. It often leaves a
lasting impression and reinforces the themes and
messages conveyed throughout the narrative.
B. denouement can vary depending on the complexity of
the story. It can be a brief resolution or a more extended
exploration of the aftermath of the climax.
C. Denouement is the final part of a narrative, where the
various plot threads are resolved, and the story reaches
its conclusion.
D. None of the above

6. How do authors develop characters in their works?

A. Characters can undergo significant development and

change as a result of the events and conflicts they
experience during the story. This is known as character
arc.
B. examining their traits, motivations, relationships, and
growth throughout the story. They also consider the
characters' roles in advancing the plot and conveying
themes.
C. Both B and A
D. through their actions, dialogue, thoughts, and
interactions with other characters. They may also reveal
characters through physical descriptions and internal
conflicts

7. In our courts, when it's a white man's word against a

black man's, the white man always wins. They're ugly, but
those are the facts of life." Atticus Finch's words echoed
in Scout's mind as she grappled with the racial tensions
of Maycomb, Alabama. The trial of Tom Robinson, a black
man accused of raping a white woman, divided the town
along racial lines. As Atticus courageously defended Tom,
facing the wrath of his prejudiced neighbors, Scout
witnessed firsthand the deep-rooted conflict between
justice and prejudice in society. Through the trial, Scout
learned that standing up for what is right often comes at a
great personal cost, and that the fight against injustice is
an ongoing struggle.
What Literary Conventions did this selection use?

A. Language
B. Theme
C. Conflict
D. Plot

8. Possess traits, personalities, motivations, and

backgrounds that drive the plot forward or contribute to
the overall theme of the work.

A. Man Vs. Man

B. Characterization
C. Theme
D. Character

9. The sequence of events that make up a story, novel, play,

film, or any other narrative work. It encompasses the
arrangement and interrelation of events, actions, and
occurrences that unfold within the narrative.

A. Plot
B. Sequence
C. Topic
D. Literary Convention
10. Refers to the generally accepted practices, techniques,
styles, and forms that writers use to create and convey
their works of literature. Include various elements such as
narrative structures, character archetypes, settings,
themes, and literary devices like metaphors, similes, and
symbolism.

A. Literature Convenience
B. Literary Convention
C. Fiction
D. None of the above

TEST II: Modify True or False

Direction: Determine whether the statement below is true or

false. In the blank before the number, write T if the statement is
true and if the statement is false Underline the incorrect words
and give the correct answer.

1. In writing a fiction, the topic should generate more

interest to the reader rather that the writer. (True)
2. In chronological order, the writer organize his ideas from
beginning to end. (True)
3. Spatial order is a way of organizing ideas where the
author generally keeps the most important or exciting
point until the end of the piece. (F) Climatic Order
4. The reason why a writer wants or need to write will
determine the form and content of his/her writing. (True)
5. Random order, required to organize ideas from general to
specific. (F) Logical order
6. Third person point of view is the story is told directly to
“you”, with the reader as a participant in the action. (F)
Second person point of view
7. Climax is the crucial and exciting part of the story. (True)
8. A detective (professional or amateur) might be
considered the convention of the mastery of genre. (T)
9. Organization of ideas includes brainstorming to generate
ideas and dealing with a specific are of personal
experience, interest or expertise. (F) Choosing the Topic
10. Spatial Order is describing a scene as things are arrange
in a physical space- either by moving from one detail to
the next or as view from one stationary vantage point.
(True)

TEST III: ESSAY (10 POINTS)

Directions: Answer the question and explain it in an essay of at

least 3-5 sentences. (I need to see an essay and work from a
Grade 12 student).

1. As a student, how helpful are points while writing a draft of a

short piece? How will you use it effectively in writing?

VI. ASSIGNMENT NO ASSIGNMENT

Prepared by: Observed by:

Jelly Mae U. Sedeno Karen Cabanero

Points 10-8 7-6 5-3 2-1

Choose the Topic Topic is specific and The topic is broad The topic is broad and The topic is not relevant to
relevant to the but relevant to the has little relevance to the content.
content. content. the content.
Thesis statement Captures reader’s Gets reader’s First sentence, First sentence, paragraph
attention from first attention with first paragraph or line lack line not only lacks interest
interesting sentence, sentence, paragraph the ability to draw the for the reader but also
paragraph, or line; or line draw reader reader into the piece; contains cliché ideas or
reader cannot help into the rest of the reader may not keep image.
but continue reading. piece. reading.
Organization Details are arrange in Details organized Some attempt to order There is no apparent orde
an order that reader reasonably well; information has been Writing rambles and
can follow; clear there may be minor made, but the confusing to the reader.
transition between lapses from logical sequence is difficult to
steps; overall order, but they do follow.
presentation is not seriously detract
coherent. from coherence of
presentation.
Literary Genre Impresses the reader Interest the reader Offers little originality Lack of originality in ideas
from beginning to most of the way in ideas, language, plot language, plot and imager
end through original through with some and imagery. May Filled with clichés or
and interesting use original and contains many clichés stereotypes. Reader sees t
of ideas, language, interesting use of stereotypes. Reader piece as “spinning wheel”
plot, character ideas, language, plot, may lost interest. not developing anything a
development character goes.
dialogue, imagery. Development.
Succeed in getting Possesses a quality Lack the ability to keep Lack the ability to hold the
the reader to care that keeps reader the reader reading; reader interest; fail to
about its outcome by reading-possibly, problem, dilemma or present problem, dilemma
being grounded in a grounded in a paradox presented or paradox. Writer may se
significant problem, dilemma, may seem trivial at as uninterested in the wor
Theme and Literary Problem, dilemma, or paradox that times.
Technique or paradox that need needs to be address.
to be addressed and
gets reader involved.
Contains no errors in Contains few errors Contains errors in Contains many errors in
grammar, usage, or in grammar, usage or grammar, usage or grammar, usage and
Mechanics mechanics. mechanics. mechanics; that mechanic; errors block
interfere with reading. understanding.
CATCH UP FRIDAY

The teacher distributes the copies of the story.

Direction: Examine the story by identifying the literary conventions, theme and technique of the story.

Characters:

 Aunty Adesuwa


Conflict:

 Man vs. Self: Characters may struggle with internal conflicts, such as identity crises, moral
dilemmas, or personal doubts and fears.
 Man vs. Society: Characters may face conflicts with the societal norms, expectations, and cultural
traditions that govern their lives, leading to tension and resistance.
 Man vs. Man: Interpersonal conflicts between characters can arise due to misunderstandings,
competition, jealousy, or conflicting goals and desires.
 Man vs. Nature: Characters may encounter external conflicts with the natural world, such as
harsh environmental conditions or dangerous animals, which threaten their well-being and
survival.

Plot:

 The story introduces the setting and the main characters. There might be some initial hints or
clues about the mystery to come. Something unusual or mysterious happens that sets the plot in
motion. This could be the discovery of a strange object, the disappearance of a person, or the
occurrence of a puzzling event. The protagonist (or protagonists) takes on the role of a detective
and begins to investigate the mystery. They gather clues, interview witnesses, and try to make
sense of the situation. Along the way, there may be false leads or red herrings that lead the
protagonist (and the reader) down the wrong path. These serve to heighten suspense and keep
the mystery unresolved. Eventually, the protagonist uncovers the truth behind the mystery. This
revelation often involves a surprising twist or unexpected turn of events. With the mystery solved,
the story reaches its climax, and loose ends are tied up. The resolution may include justice being
served, characters finding closure, or the restoration of order.

Setting:

 Time Period: The story could be set in a historical period, a contemporary setting, or even a
futuristic world, depending on the author's intent.
Location: The story might take place in a specific geographical location such as a village, a city, a
forest, or a kingdom. The setting could also include various landmarks or natural features that
play a role in the story.

Denouement:

 The story comes to a close, with the characters reflecting on what they've learned and the impact
of the events that transpired.

Language:
 Riddle" by Ogbewe Amadin utilizes simple yet vivid language to craft a compelling narrative. The
story is characterized by descriptive imagery and concise storytelling, allowing readers to
immerse themselves in the mystery and intrigue of the riddle being presented. Amadin's language
evokes a sense of curiosity and wonder, drawing readers into the narrative as they attempt to
unravel the puzzle embedded within the text. Through carefully chosen words and vivid
descriptions, "Riddle" invites readers on a journey of discovery, engaging their imaginations and
challenging them to think critically as they seek to uncover the hidden meaning behind the story's
enigmatic clues.

Techniques:

 Symbolism: Look for symbols that represent deeper meanings within the story. These symbols
can be objects, actions, or even characters that carry symbolic significance.
 Imagery: Pay attention to the descriptive language used to create vivid mental images. Imagery
can help evoke emotions and immerse readers in the setting of the story.
 Foreshadowing: Authors often use foreshadowing to hint at future events or developments in the
story. These subtle clues can help build suspense and anticipation.
 Characterization: Analyze how characters are developed throughout the story. Pay attention to
their actions, dialogue, and interactions with others to understand their motivations and
personalities.
 Narrative structure: Consider the organization of the story and how it contributes to the overall
message or theme. The way events are sequenced and presented can influence the reader's
interpretation of the story.
 Dialogue: Dialogue can reveal a lot about characters' relationships, personalities, and conflicts.
Pay attention to the tone, language, and subtext of the conversations between characters.

Theme:

 Identify the central themes or messages explored in the story. Themes often reflect universal
human experiences or societal issues, family dynamics and cultural traditions.
 One of the central themes is the complexity of human emotions and relationships. The story
delves into the intricacies of human connection and the challenges individuals face in
understanding themselves and others. Through the use of the riddle as a metaphor, the author
explores the layers of identity, perception, and introspection, ultimately highlighting the enigmatic
nature of human interaction and self-discovery.

Riddle

by Ogbewe Amadin

I think Aunty Adesuwa is a witch. Mama says so sometimes.

“What is a witch?” I asked Mama once.
“A witch is an unusual person. They are different from normal people,” Mama told me.
“People call me different. Am I a witch too?” I asked.
“Idara, you are not a witch, okay?!” Mama said. “You are a kind and sweet little girl and when I’m
done with you, you will be a strong, independent woman,” she told me, holding my arms as she looked
into my eyes, smiling. I smiled too.
“A witch can never be these things,” she said. “A witch is a paranormal creature that lives between the
shadows cast by daylight. They traverse the infinities of a heartbeat, they sail in seas of dreams… they
manipulate nature.”
I couldn’t understand Mama. It seemed to me that witches did wonderful things.
“Above all else, a witch is evil. Evil for a witch is its own reward,” she finished. I knew it must be true
because Mama never lied.
I wondered if Aunty Adesuwa was all these things. I think it was that day my hatred for witches began
to take root. I hated how they perverted a thing that would otherwise have been beautiful. I didn’t know
why Mama or anyone hadn’t stopped Aunty Adesuwa and I didn’t care to know. I would stop her myself.
I once saw Aunty Adesuwa eavesdropping on my mother and two of her friends. I didn’t know how to
signal Mama without her seeing me. My palms became sweaty and my breathing difficult.
“We all know Adesuwa killed her ex-husband’s illegitimate child,” Aunty Bisi, one of Mama’s friends
said. She probably thought she was whispering. She wasn’t. Aunty Bisi always complained about my
clothing to my mom. She had a big nose. I didn’t like her. As I stood paralyzed by fear, Aunty Adesuwa
burst into the meeting. She was all tears and fury.
“I loved that child!” she screamed. Mama and her friends stared open-mouthed at her.
“Am I the cancer that afflicted him?” she asked. “You’re all typical weak women! You judge me for
leaving a man who was perpetually unfaithful. You judge me for doing well for myself without his help. You
blame me for his misfortunes. You blame me for the death of a child whom I loved regardless of the
manner of his conception.”
While she talked I felt it resonating in my bones. My blood seemed to heat up in my veins as if her
words scorched my insides. I wondered if Mama and her friends felt this strangeness. They didn’t seem
to.
“God will judge all of you” Aunty Adesuwa said finally, walking away. Days later, I still pondered her
words.
It was a sunny day, two weeks after Aunty Adesuwa’s tirade. I hid in the bushes by her house. Aunty
Bisi had come down with a fever. Mama had sent me to give her and her big nose the medicinal pepper
soup. I had subliminally taken a route that went past Aunty Adesuwa’s house when I saw her calling to a
teenage boy. He was new in the village. His bicycle seemed worn out. I watched as she offered him a
steaming plate of jollof rice and chilled Fanta. I saw a grin split his face. Generally, we were not very
hospitable to strangers in our village. Even Mama was downright awful to them. I pondered this as I went
to give Aunty Big Nose her pepper soup.
Three weeks later I sneaked out of my house at midnight. Mama was sleeping like a log. She had
been helping her only friend other than Aunty Bisi, Aunty Uwa with the burial of her son. He had accidently
ridden his bicycle off a cliff the day he came visiting from the neighboring village. I wish I had known him.
I walked to Aunty Adesuwa’s house. I had to see the witch in her element. It still pained me that such
a fascinating and wondrous thing as magic was used for evil. I hid in the darkness watching aunty
Adesuwa’s house. It was hours before I heard her back door opening. I ran on tip toes to the backyard. I
saw Aunty Adesuwa, naked as her name day, striding into the forest. I followed her. It was a long walk.
Finally she stepped into a moonlit clearing. As I watched her, I felt a migraine that blurred my sight. In the
place where Aunty Adesuwa should have been, there was instead the body of a very large cat with her
head still human. Her glowing eyes were looking right at my hidden position in the bushes.
“Idara,” she hissed.
My heart pounded violently. My whole body shook with trepidation. I steadied myself as best as I
could and stepped out with Mama’s kitchen knife clutched in my trembling hands.
“I hate you,” I said.
“Why?” she purred innocently.
“‘Cause you’re evil,” I said.
“Are you certain?” she asked.
“Yes,” I said, nodding to myself. Mama had told me witches were evil. She had also said Aunty
Adesuwa was a witch. Therefore, Aunty Adesuwa was evil.
“I know you’ve been watching, Idara. Your mother taught you better than to jump to conclusions,” she
chided.
“Consider the facts,” she said. It was something Mama always said to me that helped me solve
riddles.
“The riddle of witches?” I asked
”The riddle of my witchcraft,” she replied.
I pondered thoughts I had kept in the deep recesses of my mind. I was sure witches were evil
because Mama never lied. I was sure Aunty Adesuwa was a witch after seeing her transformation but was
I sure Aunty Adesuwa was evil?
Aunty Adesuwa had been kind and sweet to the stranger with the bicycle. She had loved her stepson.
She had also shown her strength and independence by leaving her cheating husband and thriving without
him. She was also a witch. This was my confusion.
Mama said a witch could never be these things.
“Things not adding up, yes?” she asked, amused by my consternation.
It hit me. Aunty Adesuwa must be a good witch. They actually existed! The realization rekindled a
forgotten hope of mine.
“Will you teach me to be a good witch like you?” I asked her.
She purred contentedly. She seemed to have anticipated my response. I suppose I should have been
scared. I wasn’t.
“Yes, sweet child. I will teach you to be a witch… just like me,” she said, her tail swinging leisurely
behind her.
“Thank you, Aunty,” I said.
She stalked away into the deep foliage gesturing me to follow with her tail.
As I followed, I thought of Mama. Mama never lied but she was human. She could make mistakes.
She didn’t know about good witches. I thought about how I would make her proud. I would show her the
beauty I had only ever seen in my sea of dreams.