School DMLMHS Grade Level 10

Teacher Mr. Koby Christian Centillas Learning Area English

Teaching Dates and February 26, 2019 Quarter Fourth
Time (7:30-8:30)
I. OBJECTIVES
A. Content The learner demonstrates understanding of how world literature and other text types serve as
Standards sources of wisdom in expressing and resolving conflicts among individuals, groups and nature;
also, how to use evaluative reading, listening and viewing strategies, special speeches for
occasion, pronouns and structures of modification.
B. Performance The learner is able to define, identify example and analyze the tone, mood and the purpose of
Standards the author in literature.
C. Learning EN10LT-IVc-2.2.3: Determine tone, mood, and purpose of the author.
Standards
II. Content 1. Chapter VII: “Cosette Side by Side” with the “Stranger in the Dark.”
Excerpt from Les Miserables.
Across Curriculum:
MAPEH- Art
III. Learning
Resources
A. References
1. Teacher’s
Guide
2. Learners’ LM pp. 443-446
Material
3. Textbook pp. 443-446
pages
4. Additional
Materials
from LR
Portals
B. Other 1. Slide show presentation
Learning 2. DLP Projector, chalkboard, pictures.
Resources 3. ICT Resource:
http://www.online-literature.com/victor_hugo/les_miserables/99/
https://study.com/academy/lesson/understanding-tone-and-mood-in-a-reading-
passage.html
IV. Procedures Students’ Activity
A. Reviewing 1. Present pictures of Cinderella:
previous lesson or
presenting the new
lesson

 Ask the class about Cinderella. “Cinderella is a princess who

 Ask the class about the characteristics of used to live with her step
Cinderella. mother and her two step
sisters”
“The story that we are going to discuss today is somehow “She has a beautiful heart and
similar to the story of Cinderella.” she is very hardworking”

2. Present the topic: Cosette Side by Side with Stranger in

the Dark, an excerpt from Les Miserables by Victor
Hugo.
B. Establishing a About the author: Victor Hugo is, without doubt, the most
purpose for the famous figure ever to have lived in the Channel Islands. He
lesson is famous worldwide as both a literary and political
celebrity and he has succeeded in the difficult task of being
 both intellectually respectable and at the same time
immensely popular, especially through two of his major
works, Notre Dame de Paris and Les Misérables, which was
completed in Guernsey.

About the text: Les Misérables employs Hugo's style of

imaginative realism, a very detailed and believable
creation of an imagined world, and is set in an artificially
created emphasizes the three major predicaments of the
nineteenth century. Each of the three major characters in
the novel symbolizes one of these predicaments: Jean
Valjean represents the degradation of man in the
proletariat, Fantine represents the subjugation of women
through hunger, and Cosette represents the atrophy of the
child by darkness. In part, the novel's fame has endured
because Hugo successfully created characters that serve as
symbols of larger problems without being flat devices.

C. Presenting 1. Present the story “Cosette Side by Side with the

examples/instances Stranger in the Dark” using a comic strip.
of the new lesson
2. Retell the significant events in the story using pictures.
D. Discussing new 1. Do you remember our lesson about the tone, the “Yes sir!”
concepts and mood and the different purposes of the author in
practicing new writing?
skills #1
“A tone is the author's
2. Differentiate tone and mood. attitude toward a subject or
the emotion evoked by the
author, while mood is how we
are made to feel as readers.”

“ An author's purpose is his

3. What is an author’s purpose in writing? reason for or intent in
writing.”
4. Give examples of the different purposes of the author
“To entertain, to inform, to
in writing.
persuade”
5. Define writing to entertain, writing to inform and
writing to persuade. “ Writing to Entertain-
The primary purpose of texts
that are written to entertain
is to amuse readers.”
“Writing to Inform-
To enlighten the reader or to
provide the reader with
information about a topic.”
“Writing to Persuade-
To convince them of an idea
through argument.”

E. Developing 1. Let the class discuss the tone and the mood in the
Mastery story “Cosette Side by Side with the Stranger in the
Dark” by dividing the class into three groups.
(Leads to Formative
Assessment)
 2. Each group will identify the tone and the mood in
the following pictures. Each group will select a
representative to present and to explain their work in
front of the class. They will be given 10 minutes to finish
the activity.

 Group 1:

Tone: Fearless/Brave
Tone: _____________ (Fearlessness/bravery of
Mood: _____________ Cosette)
Mood: Students’ own
 Group 2: interpretation

Tone: _____________
Mood: _____________
Tone: Tireless/strong
Mood: Students’ own
 Group 3: interpretation

Tone: _____________
Mood: _____________
Tone: Uncertain (Cosette’s
uncertainty)
Mood: Students’ own
3. Processing of students’ answers and ideas.
interpretation

F. Finding practical 1. What lesson about life did you learn from the story? “Always be thankful for
application of having a mother because a
concepts and skills mother is a selfless, loving
in daily living person who must sacrifice
many of her wants and needs
for the wants and needs of
her children.”
 “Not all strangers are bad,
but we must always be
careful to whom we are
talking to.”

G. Making 1. What is the story all about? “The story is all about the
generalizations little girl named Cosette and
and abstractions how she met Jean Valjean in
about the lesson the forest.”

2. What is Victor Hugo’s purpose in writing this story? “To inform us about the
What made you say that? Would you expand your different social issues during
question? the 19th century. To persuade
or to convince us to always be
thankful for having a mother
with us. To entertain us with
the flow of the story.”

3. Identify the over-all mood evoked in you after “Students’ own

reading the story. interpretation”
H. Evaluating Direction: Select the letter that best answers the
learning questions or statements. (1/2 crosswise)

1. Who is the author of the story “Les Miserables”? 1. B

a. Craig Raine b. Victor Hugo
c. Antoine de Saint-Exupery d. Shakespeare

2. Where did the story take place?

2. A
a. In the forest b. in the town
c. in the barn d. inside the tavern

3. What type of character is Jean Valjean?

a. Static b. Dynamic 3. B
c. round d. villain

4. What is/are the author’s purpose/s in writing this story?

a. To inform b. to entertain 4. D
c. to persuade d. all of the above

5. What is the tone of the following text?

“Other people have mothers, I have none. I think I never
had any.” 5. D
a. pleased b. happy
c. sad d. uncertain
I. Additional activities On a short bond paper, draw the scene when the two
for application or characters (Cosette and Jean Valjean) arrived at the tavern
remediation and met Madame and Monsieur Thenardier. Show the
characters’ emotions, thoughts and actions. Provide a title to
your drawing.

Rubrics:
35 pts. 40 pts. 45 pts. 50 pts.

Poor Fair Good Excellent

Very little effort Students put Students put a Students drew a
made in some effort in lot of effort in very detailed
drawing. The drawing. It is a their drawing. scene from the
scene does not clear scene from The drawing story. The scene
reflect the story the story, but is reflects clearly a is colored very
at all. Picture is not colored scene from the nicely. Evidence
messy and story. The scene of imagination
sloppy. Picture is colored nicely and effort clear.
not colored
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on this
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial lesson
work? No. of
learners who
have caught up
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
strategies
worked well?
Why did these
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor help
me resolve?
G. What
innovation or
localized
materials did I
used/discover
which I wish to
share with
other teachers?