School: LAGUNDI -CCL NATIONAL HIGH SCHOOL Grade Level: TEN (10)

Student Teacher: MERCY G. TRAJICO Subject Area: ENGLISH 10

Date and time: 8:50-9:40 Quarter: FOURTH

February 6, 2020 (THURSDAY)

I.OBJECTIVES

A. Content Standard

The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve
social conflicts, also how to use the language of research, campaigns and advocacies.

B. Performance Standard

The learner competently presents a research report on a relevant socio-cultural issue.

C. Learning Competencies

 EN10LC-IVc-3.18: Get different viewpoints on various local or global issues

II. CONTENT

 Chapter VII. Cosette Side by side with the Stranger in the Dark
(Excerpt from Les Miserables) by Victor Hugo

III. LEARNING RESOURCES

 CTWTL pages 442-446

 Laptop/ television
 Pictures/chart
 Other Visual Aids

IV.PROCEDURES

Priming/Review (Reviewing previous lesson or presenting the new lesson/ Establishing a purpose for the lesson)

 The teacher shall present a picture and the students shall described it.

Questions:

 What can you see on the picture? Describe what the girl is doing.
 Do you have experienced, or do you know someone who have experienced being abuse by other people?
 Activity (Presenting examples/instances of the new lesson)

 “FILL UP THE BUCKET” - The students will fill up the bucket with definitions using its appropriate word.

Example:

Words that the students will give meaning to:

1.Accosted- approach and address (someone) boldly or aggressively

2. Halted- bring or come to an abrupt stop

3. Mistress – a woman in a position of authority or control

4. Vaguely- uncertain, indefinite or unclear

5. Tranquility– state of being calm

 The teacher shall present a short description bout the author.

Victor Hugo- is without doubt the most famous figure ever to have lived in the Channel Islands. He 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 Miserables, which was completed in Guernsey.

 The teacher shall present a short description about the text.

Les Miserables employs Hugo’s style of imaginative realism, a very detailed and believable creation of an imagined
world and is set in an artificially created human hell that 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.

 The students shall read and arrange the order of events in the story.

 While Cosette is walking in the forest, a stranger approached her.

 She let go of the bucket and the man carried it for her as they walked together.
 She answered the stranger when he asked for her age and name.
 The stranger asked her if she has a mother answered she doesn’t know.
 When they reached the village Cosette guided the stranger to the streets.
 When they are near the tavern, Cosette took the bucket because if Madame Thenardier sees someone helped
her, she will be beaten.
Analysis (Discussing new concepts and practicing new skills #1 / Discussing new concepts and practicing new skills #2)

 The students shall answer the following questions:

Task: Dissecting the Text

1. Who are the characters in the excerpt? Describe each.

2. What is the little girl doing in the forest at that time of the night? What about the man?
3. What did Corsette feel when the stranger suddenly approached her?
4. Why did Corsette took the bucket to the stranger when they are already near the tavern?
5. Describe how madame Thenardier and her daughters treated Corsette.

Abstraction (Developing mastery leads to Formative Assessment 3/ Finding practical applications of concepts and
skills in daily living/Making generalizations and abstractions about the lesson)

 Do you know the story of princess Sarah? What are her similarities with Corsette?
 If you will also meet a stranger in the dark? What would be your initial reaction if he/she approached you?

Application (Evaluating Learning)

 The students will make a comic strip about the story “Cosette Side by Side with a Stranger in the dark”
consisting of 6 slides. Write it on a long bond paper.

 The task shall be evaluated by the students using the following rubric:

ACCURACY 10

CREATIVITY 5

COMPLETENESS 5

Total 20 points

Agreement / Additional Activities

V. REMARKS

VI. REFLECTION

A. No.of learners earned 80% on the formative assessment : ___________________________________________

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: __________________________________________________________

PREPARED BY:

MERCY G. TRAJICO IRISH MAE G. INGUITO

Student teacher Critic Teacher