JUNIOR HIGH SCHOOL

School Year 2022-2023

WEEKLY LEARNING PLAN

Quarter First Grade Level 10
Week 8 (October 10 – 14, 2022) Learning Area English
MELCs EN10VC-IVc-29 Appraise the unity of plot, setting and characterization in a material viewed to achieve the writer’s purpose.
Performanc The learner demonstrates communicative competence through his/her understanding of literature and other text types for a deeper
e Standard appreciation of World Literature, including Philippines Literature.

Day Objective/s Topic/s Classroom-Based Activities Home-Based Activities

1 Section: 10-Feliciano Section: 10-Manansala
● Analyze given
Time: 1:40-2:40 pm Time: 2:40-3:40 pm
pictures and and
identify the Section: 10-Francisco Instructions: Watch the Disney movie
elements of a Time: 4:00-5:00 pm “Encanto”. After watching the film, the
story. students will have to answer the
● Formulate Preliminary Activities following questions:
questions which  Prayer
will lead to  Reminder on Classroom Health and Safety 1. Who is your favorite character and
identification of protocols why?
the elements of  Checking of Attendance 2. Do you share any character traits with
the story.  Quick Kumustahan any of the characters in the story? If
yes, what is/are that/those traits?
● Familiarize A. Recall/Review of the Past Lesson 3. How would this story be different if it
oneself with the Elements of a To gauge students’ prior knowledge about the happened in the Philippines?
elements of story story and elements of story and plot, they will be asked to 4. Describe any specific scene from the
and elements of Elements of answer this matching-type activity. film that is similar to any of your
plot. plot. personal experience.
5. Who had the main problem in the
● Evaluate the
story and what was the problem all
elements of story about?
and plot from the 6. What do you think the author would
material viewed. want you to learn from the story?
7. In one word, how would you say this
story is about?
8. How was the problem resolved?

Note:
 Use an intermediate paper for this
B. Motivation activity.
The teacher will present the following pictures and  Observe proper capitalization and
will ask the learners to compose a question for punctuation marks.
each Wh-question and ask one of their classmates
to answer it:
 Who…
 What…
 Where…
 When…

C. Discussion of New Concept

The teacher will start to discuss the settings,
characters, and elements of plot.
D. Developing Mastery
The teacher will ask the students to watch a short
video clip about a teacher entitled, “Thank you,
Ma’am” by Langston Hughes. Then, the students
will have to answer the following questions about
the story elements.
1. Who are the main characters of the story?
2. What is the setting of the story?
3. How did the story begin?
4. What was the story’s ending?
5. What did you learn from the story?

E. Application/Generalization
In connection to identifying the elements of the
story and elements of the plot, the teacher will ask
the students to accomplish the following activity
tasks:
Character and Characterization through Character
Map.
Setting and Story Plot through Story
Map/Freytag’s Pyramid

F. Evaluation
The teacher will let ask students to answer this
quiz.

Part I
Match the items in Column A with the items in
Column B. Write the letters of your answers in
your paper.
Column A
1. exposition
2. climax
3. resolution
4. protagonist
5. setting
6. characters
Column B
a. character that strives to solve the conflict
d. time and location of the story
c. beginning of the story
d. actors or movers of the story
e. final outcome of the story
f. turning point of the story

Part II
1. Characterization is...
A. the central message in a story.
B. the problem in a story.
C. the process by which a writer reveals a
character's personality and qualities.
D. the color of the character’s costume
2. The setting of a story may best be defined as
A. the conflict or problem in the story.
B. the point of view of a story.
C. the time and location in a story.
D. the series of events in the story.
3. What is the meaning of the term plot?
A. the final outcome of the story
B. the sequence of events in a story
C. the beginning of a story
D. the high point of the story
4. Which of the following statements is the best
definition of climax?
A. the point of highest tension in a story
B. the conclusion of a work of literature in which
the conflict is resolved
C. the introduction of characters, setting, and
conflict in a narrative
D. the series of events in the story

2 Section: 10-Manansala Section: 10-Manansala

● Analyze given
Time: 4:00-5:00 pm Time: 2:40-3:40 pm
pictures and and
identify the Section: 10-Tolentino Instructions: Watch the Disney movie
elements of a Time: 6:00-7:00 pm “Encanto”. After watching the film, the
story. students will have to answer the
● Formulate Preliminary Activities following questions:
questions which  Prayer
will lead to  Reminder on Classroom Health and Safety 1. Who is your favorite character and
understanding protocols why?
the elements of  Checking of Attendance 2. Do you share any character traits with
the story.  Quick Kumustahan any of the characters in the story? If
yes, what is/are that/those traits?
● Familiarize A. Recall/Review of the Past Lesson 3. How would this story be different if it
oneself with the Elements of a To gauge students’ prior knowledge about the happened in the Philippines?
elements of story story and elements of story and plot, they will be asked to 4. Describe any specific scene from the
and elements of Elements of answer this matching-type activity. film that is similar to any of your
plot. plot. personal experience.
5. Who had the main problem in the
● Evaluate the
story and what was the problem all
elements of story about?
and plot from the 6. What do you think the author would
material viewed. want you to learn from the story?
7. In one word, how would you say this
story is about?
B. Motivation 8. How was the problem resolved?
The teacher will present the following pictures and Note:
will ask the learners to compose a question for  Use an intermediate paper for this
each Wh-question and ask one of their classmates activity.
to answer it:  Observe proper capitalization and
 Who… punctuation marks.
 What…
 Where…
 When…

C. Discussion of New Concept

The teacher will start to discuss the settings,
characters, and elements of plot.
D. Developing Mastery
The teacher will ask the students to watch a short
video clip about a teacher entitled, “Thank you,
Ma’am” by Langston Hughes. Then, the students
will have to answer the following questions about
the story elements.
6. Who are the main characters of the story?
7. What is the setting of the story?
8. How did the story begin?
9. What was the story’s ending?
10. What did you learn from the story?

E. Application/Generalization
In connection to identifying the elements of the
story and elements of the plot, the teacher will ask
the students to accomplish the following activity
tasks:
Character and Characterization through Character
Map.
Setting and Story Plot through Story
Map/Freytag’s Pyramid

F. Evaluation
The teacher will let ask students to answer this
quiz.

Part I
Match the items in Column A with the items in
Column B. Write the letters of your answers in
your paper.
Column A
1. exposition
2. climax
3. resolution
4. protagonist
5. setting
6. characters
Column B
a. character that strives to solve the conflict
d. time and location of the story
c. beginning of the story
d. actors or movers of the story
e. final outcome of the story
f. turning point of the story

Part II
1. Characterization is...
A. the central message in a story.
B. the problem in a story.
C. the process by which a writer reveals a
character's personality and qualities.
D. the color of the character’s costume
2. The setting of a story may best be defined as
A. the conflict or problem in the story.
B. the point of view of a story.
C. the time and location in a story.
D. the series of events in the story.
3. What is the meaning of the term plot?
A. the final outcome of the story
B. the sequence of events in a story
C. the beginning of a story
D. the high point of the story
4. Which of the following statements is the best
definition of climax?
A. the point of highest tension in a story
B. the conclusion of a work of literature in which
the conflict is resolved
C. the introduction of characters, setting, and
conflict in a narrative
D. the series of events in the story
3 Section: 10-Francisco Section: 10-Manansala
● Analyze given
Time: 4:00-5:00 pm Time: 2:40-3:40 pm
pictures and and
identify the types Preliminary Activities Section: 10-Tolentino
and conflict.  Prayer Time: 6:00-7:00 pm
● Familiarize  Reminder on Classroom Health and Safety
oneself with the protocols Instructions: Watch the Disney movie
types of conflict  Checking of Attendance “Encanto”. After watching the film, the
which can be  Quick Kumustahan students will have to answer the
found in a story. following questions:
A. Recall/Review of the Past Lesson
The teacher will ask few questions about the 1. Who is your favorite character and
previous lesson to the students why?
2. Do you share any character traits with
Conflict and B. B. Motivation any of the characters in the story? If
Theme The teacher will ask the students to analyze the yes, what is/are that/those traits?
following pictures: 3. How would this story be different if it
happened in the Philippines?
4. Describe any specific scene from the
film that is similar to any of your
personal experience.
5. Who had the main problem in the
story and what was the problem all
about?
6. What do you think the author would
want you to learn from the story?
C. C. Discussion of New Concept 7. In one word, how would you say this
story is about?
8. How was the problem resolved?

Note:
 Use an intermediate paper for this
activity.
D.  Observe proper capitalization and
punctuation marks.

E.
F.
G. D. Developing Mastery
H. The teacher will ask the students to accomplish
the task below:
I.
J.
K. E. Application/Generalization
The teacher will ask the students to watch a short
video clip about a teacher entitled, “The
Everlasting Teacher”. Then, the students will have
to identify the type of conflict/s in the story as
well as the theme.

L. F. Evaluation
The teacher will let students accomplish the
seatwork wherein they will need to read and
analyze the story “Orpheus” from Ancient Greece
by Alice Low. Then, answer the questions that
follow.
4 Section: 10-Francisco Section: 10-Feliciano
● Analyze given
Time: 4:00-5:00 pm Time: 1:40-2:40 pm
pictures and and
identify the types Preliminary Activities Section: 10-Francisco
and conflict. Time: 4:00-5:00 pm
● Familiarize  Prayer
 Reminder on Classroom Health and Safety Instructions: Watch the Disney movie
oneself with the protocols “Encanto”. After watching the film, the
types of conflict  Checking of Attendance students will have to answer the
which can be following questions:
 Quick Kumustahan
found in a story.
A. Recall/Review of the Past Lesson 1. Who is your favorite character
The teacher will ask few questions about the and why?
previous lesson to the students 2. Do you share any character traits
Conflict and with any of the characters in the
Theme M. B. Motivation story? If yes, what is/are
The teacher will ask the students to analyze the that/those traits?
following pictures: 3. How would this story be different
if it happened in the Philippines?
4. Describe any specific scene from
the film that is similar to any of
your personal experience.
5. Who had the main problem in the
story and what was the problem
all about?
6. What do you think the author
would want you to learn from the
story?
7. In one word, how would you say
this story is about?
8. How was the problem resolved?

Note:
N. C. Discussion of New Concept  Use an intermediate paper for this
activity.
 Observe proper capitalization and
punctuation marks.


O.

P.
Q. D. Developing Mastery
R. The teacher will ask the students to accomplish
the task below:
S.
T.
U. E. Application/Generalization
The teacher will ask the students to watch a short
video clip about a teacher entitled, “The
Everlasting Teacher”. Then, the students will have
to identify the type of conflict/s in the story as
well as the theme.

V. F. Evaluation
The teacher will let students accomplish the
seatwork wherein they will need to read and
analyze the story “Orpheus” from Ancient Greece
by Alice Low. Then, answer the questions that
follow.
5 Section: 10-Feliciano
● Analyze given
Time: 1:40-2:40 pm
pictures and and
identify the types Section: 10-Manansala
and conflict. Time: 3:00-4:00 pm
● Familiarize
Preliminary Activities
oneself with the  Prayer
types of conflict  Reminder on Classroom Health and Safety
which can be protocols
found in a story.  Checking of Attendance
 Quick Kumustahan

A. Recall/Review of the Past Lesson

Conflict and The teacher will ask few questions about the
Theme previous lesson to the students

W. B. Motivation
The teacher will ask the students to analyze the
following pictures:

X. C. Discussion of New Concept

Y.

Z.
D. Developing Mastery
AA.The teacher will ask the students to accomplish
the task below:
BB.
CC.
E. Application/Generalization
The teacher will ask the students to watch a short
video clip about a teacher entitled, “The
Everlasting Teacher”. Then, the students will have
to identify the type of conflict/s in the story as
well as the theme.

F. Evaluation
The teacher will let students accomplish the
seatwork wherein they will need to read and
analyze the story “Orpheus” from Ancient Greece
by Alice Low. Then, answer the questions that
follow.
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
IV. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
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

work well? Why did those work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I use/discover which I
wish to share with other teachers?