Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:

ENGLISHSCIENCE 4 III 60 MIN45 MINUTESTES
Learning Competency/ies: Identify the important story elements such as setting, Code:
(Taken from the Curriculum Guide) character,and plot EN4RC-Ia-6.1
A story is made up of important elements that help readers understand and enjoy the narrative.
The setting tells when and where the story happens. It helps build the mood and background of
Key Concepts / Understandings the story.
to be Developed The characters are the people, animals, or creatures who take part in the story’s events.
The plot is the sequence of events or actions in the story. It includes the beginning, middle, and
end.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)

Knowledge Identify the three basic elements of a story—setting, character, and plot
Remembering
The fact or condition of —with 100% accuracy during a class discussion.
knowing something with
familiarity gained through
experience or association
Understanding

Demonstrate understanding of the elements of the story by

Applying
Skills participating in a group activity with a score of at least 80%.
The ability and capacity
acquired through deliberate,
systematic, and sustained
Analyzing
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something Creating

Show a positive attitude toward learning story elements by respectfully

Receiving
Attitude engaging in group discussions, taking turns in sharing insights, and
Phenomena
valuing the contributions of peers throughout the activity.

Values Valuing

2. Content Elements of the Story

References:
 MATATAG Curriculum Guide – English Grades 4 & 7
https://www.deped.gov.ph/wp-content/uploads/MATATAG-ENGLISH-
CG-G4-and-7.pdf?utm_
 Elements of a Short Story
https://lrmds.deped.gov.ph/detail/15794?utm_source=
 Story Elements Educational Resources
https://www.education.com/resources/grade-4/english-language-arts/
reading-comprehension/story-elements/
3. Learning Resources  YouTube Educational Videos
Elements of a Story | English 4 Quarter 3, Week 7

Materials:
 Power Point Presentation
 Visual Aids
 Cartolina
 Pentelpen
 Big book

4. Procedures
4.1 Introductory Activity
4.1.1 Let students perform the preliminary activities.
 Greetings
 Prayer
 Checking of Attendance
5 minutes
4.1.2 Engage the students with a song and dance activity. Present the video:
https://youtu.be/bL8NFOmscMA?si=7zZ0H9QDGwvbmK7E

4.2 Activity
4.2.1 Engage the class in an activity called “What’s in the story bag?”

 Show the bag and say:

“Today, I brought a magical story bag! Inside are some objects that will help
us build a story together.”

 One by one, take out one object from the magical bag. With each object
there is an attached questions:

 “Who could use this?” (Character)

 “Where might this be found?” (Setting)
 “What do you think is happening?” (Plot)

Example:

Sample Object: Toy spoon

Expected Response:
5 minutes → Student: “A chef!” (Character)
→ Student: “In a kitchen!” (Setting)
→ Student: “Maybe she’s cooking something special!” (Plot)

Images of the actual objects:

4.3 Analysis 4.3.1 Ask the students:

 “Did you all notice what we just did? Just from a single spoon, we
imagined a whole part of a story!”
 “Can you think of your favorite story? Who is the main character?”
3 minutes  “Where did it happen?”
 “What happened in that story?”

 Encourage 2–3 volunteers to share.

4.4.1 Introduce the concept of story and its elements.

4.4 Abstraction
15 minutes “Imagine a story like a backpack…”

Inside, you’ll always find:

 A person or animal — that’s the character.

 The characters are the people, animals, or creatures
 who take part in the story’s events.

 A place and time — that’s the setting.

 The setting tells when and where the story
happens. It helps build the mood and background of the
story.

 And something that happens — that’s the plot.

 The plot is the sequence of events or actions in
the story. It includes the beginning, middle, and
end.

“Without any of these, the story won’t make sense — it’s like a backpack
with missing items!”

4.4.2 Read-A-Loud the story entitled “Goldilocks and the Three Bears” by
using puppet materials.
 GOLDILOCKS and the THREE BEARS

 Ask the students:

1. “Who are the characters of the

story?”
2. “Where the story happened?”
3. “What happened in the story?”
4. “What did you learn from the
story?”

4.5 Application
5 minutes 4.5.1 Engage the students in an individualized activity called “Story Sort-It!”

 Distribute strips of paper containing short descriptions or clues. Each strip

represents one of the three story elements: Character, Setting, or Plot.

 Students will read their strip and decide which story element it describes.

Sample Paper Strips Contents:

 Character Strips
 A brave fireman who rescues people
 A little girl who loves reading books
 A talking dog who helps lost animals
 A young prince from a faraway land
 A teacher who always wears funny hats

 Setting Strips
 In a village near the mountains
 Inside a dark room
 At the school
 In a magical forest with glowing trees
 On a spaceship flying through the stars

 Plot Strips
 The girl loses her kitten and looks all over town.
 The boy finds a treasure map in his attic.
 The friends work together to win a class contest.
 The family gets lost on their way to the beach.
 The dog saves a child from getting hurt.

 Then, they’ll place it into the correct labeled box:

 Character Box
  Setting Box

4.6 Assessment
4.6.1 Engage the class in an group activity called “Bake
your Story!”

 The class will be divided into 3 small groups. Each

group will be called a "Story Baking Team."

 Each team will receive a "Bake Your Story!"

Recipe Worksheet with three labeled sections.

 Students will work together as a team to come up

with:

 One character (e.g., a pirate, a teacher, a magical

dog)
 One setting (e.g., in a haunted house, on the moon,
at school)
 One plot (e.g., finds a treasure, loses something,
saves a friend)

Write their ideas in the correct sections of the recipe

worksheet.

 Sample Recipe Worksheet:

10 minutes

4.7 Assignment Reinforcing / strengthening

2 minutes the day’s lesson 4.7.1 Let the class accomplish this activity.
 Directions: Draw and color your favorite story character
4.8 Concluding Activity 4.8.1 Let the students read a poem to conclude the lesson.

“Let’s bake a story, you and me,

With words as sweet as they can be.
We’ll mix a character bold and bright,
A dragon, a dancer, or a brave knight!

Next we need a setting true,

1 minute A jungle, a castle, or ocean blue.
Then we stir a plot so grand,
With magic dust or treasure sand!

A pinch of dreams, a dash of cheer,

Our story cake will soon appear!
So grab your pen, it’s time to start,
And bake a tale straight from your heart!”
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have
evaluation. caught up with the lesson.
B. No. of learners who require additional
D. No. of learners who continue to require remediation.
activities for 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:

Kyla Faith Puyot

Shenna Ibale
Mary Joy Gutual Cebu Technological University - Daanbantayan
Name: School:
Nicole Delos Angeles Campus
Jonalee Camay
Dionessa Pepito

Position/
Student Division:
Designation:

Contact
Number:
09430826277 Email address: kylafaithpuyot@gmail.com