Grade 10 Lesson Plan - Federigo's Falcon (From The Decameron) by Junie Herrera

Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Office of the Vice President for Branches and Campuses
TAGUIG CITY BRANCH
____________________________________________________________
SEMI DETAILED LESSON PLAN ON WORLD LITERATURE
I. OBJECTIVES
At the end of the lesson, 85% of the Grade 10 students of Western Bicutan National
High School shall be able to:
1. identify the elements of the story in the reading material “Federigo’s Falcon”
through cooperative station learning;
2. illustrate the different expressed forms of love of Federigo and Monna; and
3. show the value of selflessness through differentiated performance-based tasks.
II. SUBJECT MATTER

Topic:
Federigo’s Falcon (From the Decameron)
Giovanni Boccaccio
Reference:
Language in Literature: World Literature Revised Edition
DEPED-K12 English Learner’s Module for Grade 10
https://www.varsitytutors.com/englishteacher/boccaccio-lesson-plans
Materials:
Interactive PowerPoint Presentation
“The Magic Spell of Love” Visual Aid
Treasure Box
Art and Crafts Materials
Values:
Selflessness
Sacrifice
Love
III. PROCEDURE
A. Daily Routine – Within the span of the first seven minutes of the class, the
teacher should be able to:
 greet the students a good morning;
 recite the quick prayer “Praise be our God, now and forever, amen”;
 ask the students to pick up the “eyesores and litter” that are in the
classroom;
 instruct the students to align their chairs in a neat position before sitting
down; and
 ask for the list of absentees and latecomers on a ¼ sheet of paper from
the class secretary.
Gen. Santos Avenue, Lower Bicutan ,Taguig City 1772; (Direct Line) 837-5858 to 60; (Telefax) 837-5859;
website: www.pup.edu.ph e-mail: taguig@pup.edu.ph
“THE COUNTRY’S 1stPOLYTECHNICU”
TAGUIG CITY BRANCH
____________________________________________________________
B. Motivation
 The lesson will be introduced through a game of LUIGI PROTECTS THE

PRINCESS. There will be swarms of enemies that will invade the castle
where the princess is. The goal is to stop them by clicking on them before
they reach the castle. The game ends when all the goombas are gone.
 After the game is done, Luigi then goes to the Princess in efforts to get
her attention from her gratitude. Luigi likes the princess very much.
However, Luigi sees that he has been ignored because Mario else has
been helping her as well.
 Before, the story continues, the teacher will then ask the students the
motive question:
1. What would you do if you gave everything for someone you
love but it was not returned? (maximum two responses from
students)
 While Luigi was walking home broken hearted, he stumbled upon an old
dusty book. To his surprise, the book was entitled “The True Meaning of
Love”.
 He reads on to continue, in order to know the true meaning of love, you
need _ _ _ _ _ _ _ _ _ _ _ _. The words that Luigi was looking for seems
to be smudged. (The word is SELFLESSNESS).
 The students will unlock each of the letters as the journey progress
through recitation, activities, and performance-based tasks. If the word
has been identified, the students will receive the prize inside the treasure
box.
TAGUIG CITY BRANCH
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C. Lesson Proper
PRE-READING
1. Dire – great fear or worry

2. Compensate – to provide something good to balance
something undesirable
3. Presumption – believe on something that is not
yet proven
4. Console – to make someone less disappointed
5. Reproached – expression of disapproval
 1st Part of the Journey. The teacher will introduce the vocabulary words
through a game of Building Bridges. The road for Luigi is paved with
challenges ahead. He wants to get across the bridge; however, the wizard is
playing with it. Luigi needs to get that bridge back to land so that he can cross
through.
 Instruction. Read the sentence using the unfamiliar words. Identify its
meanings using context clues. Choices will be which you can see on the
bricks.
o The flood caused dire to the villagers. They were fearful and worried.
o This insurance money should compensate all your lost items.
o Back then, people were under the presumption that the Earth is flat.
Now, they were proven wrong.
o Janine tried to console her sad brother after their pet dog ran away.
o Wally was reproached with how his friend handled his baby. He
disapproved the idea of not feeding it when it was crying.
 AUTHOR.
o Federigo’s Falcon is one of the stories in the compilation “The
Decameron” which was written by Giovanni Boccaccio.
o Giovanni Boccaccio was an Italian writer, poet, correspondent of
Petrarch, and an important Renaissance humanist.
o The stories were written as means of entertainment to forget about
the problems during 14th century black plague.
READING
 The teacher has assigned the reading material as an assignment during
previous meeting.
TAGUIG CITY BRANCH
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POST-READING
 Reading Comprehension Questions. The teacher will group the class into
five (5) groups. The teacher will ask the students to pick their respective
leaders. The reading comprehension questions will be introduced through
cooperative learning. Each group will have their own corresponding learning
task. They will be given seven (7) minutes to accomplish their task and
prepare for their brief oral report. They will present their output to the class
with a time limit not exceeding two (2) minutes.
o Group 1. Plot. Identify the parts of the plot by labeling it whether it is

exposition (EX), rising action (RA), Climax (CX), falling action (FA), or
resolution (RE). Then, label them accordingly to the parts of the plot
on the upper right portion of the pictures of the storyboard provided.
(Kinesthetic, Interpersonal).
o Group 2. Theme. Identify the theme of the story by making a word

cloud of the given cut-out of words. A sample has been provided for
your reference. A guide on how to identify themes has been provided
as well. (Verbal-Linguistic, Intrapersonal, Interpersonal).
o Group 3. Conflict. Identify one (1) conflict which can be found in the
story. Then, draw a stick-figure boxing poster with a creative title, a
simple drawing of the conflict, and the kind of conflict is presents. A
guide on how identify conflict will be provided.
o Group 4. Character. Identify the characters of the story by drawing

their heads and names in a diagram showing their relationships.
 E.g. Mario  brothers  Luigi.
o Group 5. Setting and Moral Lesson of the Story. Locate the setting
of the story using the world map provided. Use the location pin
provided to pinpoint its exact location. Then, using a marker, draw an
arrow pointing at the location and label it. Then, discuss among your
group the following questions:
 What is the moral lesson of the story?
 How can the moral lesson be applied in our daily lives?
TAGUIG CITY BRANCH
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D. Application
 The five (5) groups will apply their learned concepts through performance
based tasks. They will be given five (5) minutes to prepare.
1. Group 1. Acting Skit Task. This group will present their moral
lesson by giving a situation in which the moral lesson can be
applied. The group should be able to explain their rationale as
well. (Existential, Verbal-Linguistic, Bodily-Kinesthetic). This task
should be under two (2) minutes.
CRITERIA 3PTS 2PTS 1PT
Emotions All performers were acting with Some of the performers None of the performers
emotions are acting with emotions are acting with emotions
Lines Lines were Lines were written Lines were written;
memorized/impromptu performers still made
mistakes
Message The moral lesson presented The moral lesson was The moral lesson was
was explained well. explained but had few not explained properly.
lapses.
+1 point if it falls within two (2) minutes time limit.
2. Group 2. Rap Task. This group will write a rap song about the
love story theme of Federigo and Monna and perform it in front of
the class. (Musical, Verbal-Linguistic). This task should be under
two (2) minutes.
Content Lyrics of the rap song Lyrics of the rap song had a There was no connection
was well connected to connection with the plot or between the rap song
the plot or theme of the theme of the story; but it was lyrics and the plot or
story hard to identify at first glance. theme of the story.
Rhyme There were rhymes There were occasional There were no rhyming
throughout the rap rhymes throughout the song. words in the song. It is
song. It is truly a rap not a rap song.
song.
Performance Performance was well Performance was done well. Performance was
done. Effort was put There was not much effort put butchered. They did not
into it. into it. take the task seriously.
TAGUIG CITY BRANCH
____________________________________________________________
3. Group 3. Poem Task. Write a two-stanza poem about selfless

love. Then, they will perform the poem in front of the class.
(Musical, Verbal-Linguistic, Intrapersonal) This task should be
under two (2) minutes.

Content Lyrics of the poem were Lyrics of the poem had a There was no connection
well connected connection; but it was hard between the poem lyrics
to identify at first glance. and the tragedy
Rhyme There were rhymes There were occasional The poem was done in
throughout the rap song. rhymes throughout the free verse.
It is truly a poem. poem.
Performance Performance was well Performance was done well. Performance was
done. Effort was put into There was not much effort butchered. They did not
it. put into it. take the task seriously.
4. Group 4. Interpretative Dance Task. The students will make a

interpretative dance about the unreturned love of Luigi to the
Princess using the song “Lovers Do by Maroon 5”. This task
should be under two (2) minutes. (Kinesthetic, Musical)

Steps The dance steps used The dance steps used The dance steps were not
were well-thought. All were okay; some of the well-thought out. All of
members could follow members could not follow them had a hard time
along. along. following along.
Message The message of the The message of the The message of the dance
dance is exactly what dance is close to what the was very far to what the
the instructions are instructions are looking instructions are looking for.
looking for. for.
Performance Performance was well Performance was done Performance was
done. Effort was put into well. There was not much butchered. They did not
it. effort put into it. take the task seriously.
TAGUIG CITY BRANCH
____________________________________________________________
5. Group 5. Different Ending Task. If you were to give the story a
different ending wherein everyone would be happy, how would
you do it? Present it through a skit. Task should not be more than
two (2) minutes.
Ending The alternate ending that The alternate ending is good. The alternate
they have presented is better However, the original is still ending was not
than the original. preferable. good. It had a lot of
lapses.
Acting The acting of the students The acting had little The acting had no
had emotions. Lines were emotions. However, lines emotions. Lines
memorized/impromptu. were memorized/impromptu. were written and
read.
OR
The acting had emotions.

However, lines were written
and read.
Performance Performance was well done. Performance was done well. Performance was
Effort was put into it. There was not much effort butchered. They
put into it. did not take the
task seriously.
E. Generalization
 The word has been discovered. It is SELFLESSNESS. Luigi realizes that
true love should selfless and does not expect anything in return.
1. Monna to her child – she went through and swallowed her pride to
ask Federigo for the falcon.
2. Federigo to Monna – he sacrificed his prized possession all for the
love of his life
 As Luigi accepted this truth, a magical fairy came out of the book and said
“I see true love in you, Luigi. Therefore, I now love you too”. Luigi and the
fairy lived happily ever after.
 After that, the students will receive the reward that is inside the treasure
box.
TAGUIG CITY BRANCH
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F. Evaluation
 Multiple Choice. Encircle the correct answer. 1pt each. 3 minutes.
1. What is the name of the man who went from being rich to poor
because of his love for a woman?
a. Federigo degli Alberighi
b. Federigo delhi Alberqueue
c. Federigo deli Aligheri
d. Federigo eli Alberti
2. What is the full name of the woman that Federigo fell deeply in
love with?
a. Monna Giovanni
b. Monna Giomawi
c. Monna Giovantri
d. Monna Giovanna
3. What is the setting of the story?
a. Como,Italy
b. Lecce, Italy
c. Florence, Italy
d. Naples, Italy
4. What was the boy’s request to his mother for him to get stronger
from his sickness?
a. to have Federigo’s falcon as tonight’s dinner
b. to have Federigo’s falcon as a pet
c. to marry Federigo so they can have the falcon
d. to have his own falcon just like Federigo’s
5. What does “I would rather have a gentleman with no riches,

than riches with no gentleman” mean?
a. The person would rather have a poor person than
a rich person.
b. The person would rather have a poor person than
money.
c. The person would rather have a poor person
with a good heart than a rich person with no
heart.
d. The person would rather have no money than a lot
of money.
6. What is the main value implied in the story?
a. Selflessness
b. Courtship
c. Comedy
d. Depression
TAGUIG CITY BRANCH
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7. What is the best response to make if you have a child who acts
rudely towards you?
a. Discipline him. But, tell him he will always be
loved no matter what.
b. Discipline him. Give him corporal punishment so
that he will learn his lesson.
c. Discipline him. Do not give him what he need until
his behavior changes.
d. Let the child’s behavior be.
8. What is the best response to make if the person you courted did
not accept the love you gave?
a. Be happy for her regardless. True love means
making her happy.
b. Hate her all your life; do not care for her anymore.
c. Hate yourself all your life; no one can ever love
you.
d. Brush up your courting skills and try again.
IV. ASSIGNMENT
a. Make a social media post about what you have learned today about the
Federigo’s Falcon. Include your full name Include the hashtags
#EnglishG10WithSirJunie and #WriteYourSectionHere. Have the Class
president upload their screenshots of their posts in one album in your class
Facebook group. The students may choose one of the following platforms:
2. Facebook
3. Twitter
4. Instagram
5. Snapchat
6. Tumblr
b. Research about Dante Alighieri's Inferno. Prepare the list of the nine concentric
circles of torment and its description for further discussion next meeting.

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Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

SEMI DETAILED LESSON PLAN ON WORLD LITERATURE

II. SUBJECT MATTER

 The lesson will be introduced through a game of LUIGI PROTECTS THE

1. Dire – great fear or worry

o Group 1. Plot. Identify the parts of the plot by labeling it whether it is

o Group 2. Theme. Identify the theme of the story by making a word

o Group 4. Character. Identify the characters of the story by drawing

3. Group 3. Poem Task. Write a two-stanza poem about selfless

CRITERIA 3PTS 2PTS 1PT

4. Group 4. Interpretative Dance Task. The students will make a

CRITERIA 3PTS 2PTS 1PT

The acting had emotions.

5. What does “I would rather have a gentleman with no riches,

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