Lesson Plan in TRW

7/25/2019 Lesson Plan in TRW

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Republic of the Philippines

BATAAN PENINSULA STATE UNIVERSITY

Don M. Banzon Ave. Poblacion

City of Balanga, Bataan

Balanga Campus

COLLEGE OF EDUCATION

(+!"#$ %!#"&&

A DETAILED LESSON PLAN IN ENGLISH IV

I. Objectives At the en' of the lesson, &) of the stu'ents *ith at least #) level of

poficiency shall be able to-a. 'entify the elements of a shot stoyb. analyze the stoy /Dea' Men0s Path1 an'2c. ceate a stoyboa' pesenting the elements of a shot stoy base' on

the /Dea' Men0s Path1 of Chinua Achebe.

II. Subject Mtte! a. T"#ic- Dea' Men0s Path by Chinua Achebeb. Subt"#ic$ 3lements of a shot stoyc. Re%e!e&ces- Achebe, Chinua. Dea' Men4s Path. 5iteatue- A Poc6et

Anthology. 7outh 3'ition. 3'ite' by R. 8. 9*ynn. :e* ;o6'. Mte!i's- Pouch, Chocolate bas, Pape cut, Catolina, pencil,

ma6e, cayons, pictues, an' chatse. (!iti&) S*i''s- <ite the elements of a shot stoy/Dea' Men0s Path1f. V'ues- Collaboation, Confi'ence, stong attachment to*a's

ta'ition, ignoance ove ancesty.

III. P!"ce+u!es$A. Le!&i&) Activities

Tec,e!-s Activit Stu+e&t-s Activit

/9oo' Moning Class= >1

/5et us pay fist>1

/9oo' Moning Ma0am=1

/?u heavenly fathe>1



(Chec6ing of Atten'ance$>say pesent>

/Please pic6 up the pieces of pape

un'e you chai.1

8o ho* *as you sembea6@

hat0s goo' have you enoye' you long

*ee6en' of elaing@

hat0s goo' to 6no*. <ell, ae you ea'y

no* to listen@

(8tu'ent aise thei han' an' say

pesent as the teache call thei

names$

(8tu'ents pic6 the pieces of pape$

t *as geat, ma0am=

?f couse ma0am, *e spent ou 'ays

bon'ing *ith the family.

;es, ma0am.

B.M"tivti"&

P!e/ Re+i&)

8tu'ents *ill have to pic6 a chocolate

ba fom the pouch. 3ach chocolate ba

coespon' to *hat goup they belong.

he chocolate ba ban' 'etemine' the

name of thei goup2 these chocolatesae itat, Reese, oble one, 8nic6es,

an' Mas. Afte fin'ing thei goup, a

vi'eo clip entitle' /7ive hings1 by

0("!+ C,"#1

e sha ac sh

o

ga pa te

cl i t se nua pi ti

te vo mi 8i 'i po at

pe me on so ng pu co

a to tti su e the obi

po sto li ate e' el abi

fal y lu ni 'e ch plpi im an ca a nu tyac

h

ebe 'ia ot e ea i

7locabulay *ill be playe'. (Eot 'o*n

notes of the facts pesente'$hen, they

*ill have play the game entitle' /<o'

Chop1 fom the name itself2 they *ill

have to aange each scamble *o'

that has been choppe' insi'e the

uppe bo an' place it on the

5ette

s

Clue

FF o attac6 the eputation of

something.

" planne', logical seies of

events

uning point

he main subect of the



coespon'ing lette bo given *ith the

clue. he fist goup to finish the game

*ill be calle' as the *inne *ithin the

allotte' time of F minutes.

Ans*e-F. Denigation FF. Popitiate%. Plot F%. Rising Action!. Clima F!. Chaacte ". heme F". 8upeannuate'. Co'iality F. 7alling Action. 8hot 8toy#. 3a'icate&. 8ettingG. PivotalF. Resolution

stoy

F 8incee affection an'

6in'ness

F A stoy *ith a fully

'evelope' theme but less

elaboate

G 'o a*ay *ith

# time an' location

# 8omething 'epen's.

F 7inal outcome

F *in o egain the goo' *ill

of

F% conflict in the stoy is

eveale'

G Peson in a *o6 of fictionF! ol'Hfashione'

F! complications begin to

esolve



I&t!"+ucti"&7ist, *oul' li6e you to 6no* a bief

bac6goun' of the autho -Ab"ut C,i&u Ac,ebe

I Je *as bon in a :igeian gbo village

in FG!, to paents *ho *ee

convets to the Potestant Chuch

Mission 8ocietyI Jis full name *as Albet

Chinualumogu Achebe K he an' his

five siblings all ha' halfHAnglican,

halfH:igeian namesI Je atten'e' seveal 'iffeent schools

K some giving him Chistian L

3nglish

pespectives in e'ucation, some a

moe ta'itional vie*

I Je *as accepte' into the fist class of

:igeia0s fist univesity K *hee he

*ote /Dea' Men0s Path1 in FG!

P!e/Re+i&)

As you have a little 6no*le'ge about

the autho let0s pocee' to his stoy.Please ea' alou' the 9ui'e

uestions on the boa'.Gui+e 2uesti"&s$

F. <hat ae Michael ?bi4s t*ofoemost goals@

%. <hy is the path acoss the schoolimpotant to the villages@

!. Jo* is the path use' as a symbolin the stoy

". n the en', the school is the /uins

of his *o6.1 <hy has this

happene'@

(8tu'ents stat to ea' it alou'.$

;es, ma0am



. f you *ee M. ?bi *oul' you let

the villages pass on the school

compoun' 6no*ing that they ha'

this ancestal belief@

;ou *ill be able to ans*e the gui'e

uestions as *e 'iscusse' the stoy

/Dea' Men0s Path1 of Chinua Achebe.

Ae you ea'y to 6no* the stoy@

:o*, *e *ill ea' it all alou'.

3veyone shoul' pay attention an' you

can also use you ma6e to highlight

some impotant 'etails in the stoy.

(the teache *ill also post some

pictues fom the stoy$

Re+i&)

De+ Me&-s Pt,

By- Chinua Achebe

Michael ?bi0s hopes *ee fulfille'

much ealie than he ha' epecte'. Je

*as appointe' hea'maste of :'ume

Cental 8chool in Eanuay FG"G. t ha'

al*ays been an unpogessive school,

so the Mission authoities 'eci'e' to

sen' a young an' enegetic man to un

it. ?bi accepte' this esponsibility *ith

enthusiasm. Je ha' many *on'eful

i'eas an' this *as an oppotunity to

(8tu'ents ae ea'ing it alou'$



put them into pactice. Je ha' ha'

soun' secon'ay school e'ucation

*hich 'esignate' him a /pivotal

teache1 in the official eco's an' set

him apat fom the othe hea'mastes

in the mission fiel'. Je *as outspo6en

in his con'emnation of the nao*

vie*s of these ol'e an' often lessH

e'ucate' ones.

/<e shall ma6e a goo' ob of it,

shan0t *e@1 he as6e' his young *ife

*hen they fist hea' the oyful ne*s of

his pomotion.

/<e shall 'o ou best,1 she eplie'.

/<e shall have such beautiful ga'ens

an' eveything *ill be ust mo'en an'

'elightful>1 n thei t*o yeas of

maie' life she ha' become

completely infecte' by his passion fo

/mo'en metho's1 an' his 'enigation

of /these ol' an' supeannuate'

people in the teaching fiel' *ho *oul'

be bette employe' as ta'es in the

?nitshaF ma6et.1 8he began to see

heself alea'y as the a'mie' *ife of the young hea'maste, the ueen of

the school.

he *ives of the othe teaches

*oul' envy he position. 8he *oul' set

the fashion in eveything> hen,



su''enly, it occue' to he that thee

might not be othe *ives. <aveing

bet*een hope an' fea, she as6e' he

husban', loo6ing aniously at him.

/All ou colleagues ae young an'

unmaie',1 he sai' *ith enthusiasm

*hich fo once she 'i' not shae.

/<hich is a goo' thing,1 he continue'.

/<hy@1

/<hy@ hey *ill give all thei time

an' enegy to the school.1

:ancy *as 'o*ncast. 7o a fe*

minutes she became s6eptical about

the ne* school2 but *as only fo a fe*

minutes. Je little pesonal misfotune

coul' not blin' he to he husban'0s

happy pospects. 8he loo6e' at him as

he sat fol'e' up in a chai. Je *as

stoopHshoul'ee' an' loo6e' fail. But

he sometimes supise' people *ith

su''en busts of physical enegy. n

his pesent postue, ho*eve, all his

bo'ily stength seeme' to have etie'behin' his 'eepHset eyes, giving them

an etao'inay po*e of penetation.

Je *as t*entyHsi, but loo6e' thity o

moe. ?n the *hole, he *as not

unhan'some.



/A penny fo you thoughts, Mi6e,1

sai' :ancy afte a *hile, imitating the

*oman0s magazine she ea'.

/ *as thin6ing *hat a gan' oppotunity

*e0ve got at last to sho* these people

ho* a school shoul' be un.1

:'ume 8chool *as bac6*a' in

evey sense of the *o'. M. ?bi put

his *hole life into the *o6, an' his

*ife hes too. Je ha' t*o aims. A high

stan'a' of teaching *as insiste'

upon, an' the school compoun' *as to

be tune' into a place of beauty.

:ancy0s 'eamHga'ens came to life

*ith the coming of the ains, an'

blossome'. Beautiful hibiscus an' all

Aman'a he'ges in billiant e' an'

yello* ma6e' out the caefully ten'e'

school compoun' fom the an6

neighbohoo' bushes.

?ne evening as ?bi *as a'miing his

*o6 he *as scan'alize' to see an ol'

*oman fom the village hobble ight

acoss the compoun', though a

maigol' flo*e be' an' the he'ges.?n going up thee he foun' faint signs

of an almost 'isuse' path fom the

village acoss the school compoun' to

the bush on the othe si'e.



/t amazes me,1 sai' ?bi to one of his

teaches *ho ha' been thee yeas in

the school, /that you people allo*e'

the villages to ma6e use of this

footpath. t is simply ince'ible.1 Je

shoo6 his hea'.

/he path,1 sai' the teache

apologetically, /appeas to be vey

impotant to them. Although it is ha'ly

use', it connects the village shine *ith

thei place of buial.1

/An' *hat has that got to 'o *ith the

school@1 as6e' the hea'maste.

/<ell, 'on0t 6no*,1 eplie' the othe

*ith a shug of the shoul'es. /But

emembe thee *as a big o* some

time ago *hen *e attempte' to close

it.1

/hat *as some time ago. But it *ill

not be use' no*,1 sai' ?bi as he

*al6e' a*ay. /<hat *ill the

9ovenment 3'ucation ?ffice thin6 of

this *hen he comes to inspect the

school net *ee6@ he villages might,fo all 6no*, 'eci'e to use the

schooloom fo a pagan itual 'uing

the inspection.1

Jeavy stic6s *ee plante' closely

acoss the path at the t*o places

(8tu'ents ea' the stoy silently.$

;es, ma0am.



*hee it entee' an' left the school

pemises. hese *ee futhe

stengthene' *ith babe' *ie.

hee 'ays late the village piest of

Ani calle' on the hea'maste. Je *as

an ol' man an' *al6e' *ith a slight

stoop. Je caie' a stout *al6ing stic6

*hich he usually tappe' on the floo,

by *ay of emphasis, each time he

ma'e a ne* point in his agument.

/ have hea',1 he sai' afte the usual

echange of co'ialities, /that ou

ancestal footpath has ecently been

close'>1

/;es,1 eplie' M. ?bi. /<e cannot

allo* people to ma6e a high*ay of ou

school compoun'.1

/5oo6, hee, my son,1 sai' the piest

binging 'o*n his *al6ing stic6, /this

path *as hee befoe you *ee bon

an' befoe you fathe *as bon. he

*hole life of this village 'epen's on it.

?u 'ea' elatives 'epat by it an' ou

ancestos visit us by it. But mostimpotant, it is the path of chil'en

coming in to be bon>1

M. ?bi listene' *ith a satisfie' smile

on his face.

;es, ma0am(8tu'ents 'o the activity$

(Ms. Matina stan' up an' ea' the

uestion numbe F$

Je ha' t*o aims. A high stan'a' of

teaching an' to tune' the school

compoun' into a place of beauty.

(M. 8antos stan' up an' ea' the

uestion numbe %$

Because the path connects the

village shine *ith thei place of

buial.1

(M. Delima stan' up an' ea' the

uestion numbe !$

thin6 it epesents the baie bet*een

life an' 'eath. t is essential to thei

cultue because it is the path to thei



/he *hole pupose of ou school,1

he sai' finally, /is to ea'icate ust such

beliefs as that. Dea' men 'o not

euie footpaths. he *hole i'ea is

ust fantastic. ?u 'uty is to teach you

chil'en to laugh at such i'eas.1

/<hat you say may be tue,1 eplie'

the piest, /but *e follo* the pactices

of ou fathes. f you eopen the path

*e shall have nothing to uael about.

<hat al*ays say is- let the ha*6

pech an' let the eagle pech.1 Je ose

to go.

/ am soy,1 sai' the young

hea'maste. /But the school compoun'

cannot be a thooughfae. t is against

ou egulations. *oul' suggest you

constucting anothe path, s6iting ou

pemises. <e can even get ou boys to

help in buil'ing it. 'on0t suppose the

ancestos *ill fin' the little 'etou too

bu'ensome.1

/ have no moe *o's to say,1 sai'the ol' piest, alea'y outsi'e.

*o 'ays late a young *oman in the

village 'ie' in chil'be'. A 'ivine *as

imme'iately consulte' an' he

pescibe' heavy sacifices to

buial goun' an' it *as connecte' into

mo'enization as M. ?bi symbolizes it.

(Ms. Reyes stan' up an' ea' the

uestion numbe "$

his may have happene' fo no goo'

eason- he may ust be unluc6y. ?, he

may be to blame as he hasn0t eally

listene' to the people.

(Ms. Ban'e stan' up an' ea' the

uestion numbe $

;es, still have to espect the beliefs

an' ta'ition of the el'es even have

this 6in' of ambition fo my to*n.

Any*ay, have nothing to lose if *ill

ust listen to thei euest.

(8tu'ents eecute the love clap$

C,!cte! - (5ast 5eaf$ Eohnsy is a

young *oman fom Califonia *ho has

come to :e* ;o6 to be an atist.

Physically, all *e eally 6no* about he



popitiate ancestos insulte' by the

fence.

?bi *o6e up the net moning among

the uins of his *o6. he beautiful

he'ges *ee ton up not ust nea the

path but ight oun' the school, the

flo*es tample' to 'eath an' one of

the school buil'ings pulle' 'o*n>hat

'ay, the *hite 8upeviso came to

inspect the school an' *ote a nasty

epot on the state of the pemises but

moe seiously about the /tibalH*a

situation 'eveloping bet*een the

school an' the village, aising in pat

fom the misgui'e' zeal of the ne*

hea'maste.1

NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN

Afte you have ea' it alou', no* *e

*ill all going to ea' it silently fo

minutes.

P"st/Re+i&)

:o*, 'o you un'estan' the stoy /Dea'

Men0s Path1 of Chinua Achebe@

hat0s goo'= 8ince you un'estan' the

stoy, let0s have a stoyHtelling tail ( *ill

mention one *o' then you *ill have to

tell something you 6no* about it by ust

uic6ly giving t*o sentences *ithin F

secon's$. have hee pape cut of ight

foot that *ill hol' an' 0m going to stat

is that she is small HH she is 'escibe'

as a Omite of a little *oman.O

Setti&)- (he 5ottey$ 8mall to*n fo

Eac6son4s time, *ith a ta'itional belief

system. he beliefs ae achaic,

ho*eve, so the utaposition of the

happy to*n, *hee people gathe at

steet cones to tal6 of Oplanting an'

ain, tactos an' taesO, *ith the itual

sacifice is the fist ionic contast in the

setting.

E3#"siti"& (P5AC3$ An imaginay

fam in 3nglan'

(Chaacte$ hee is no clea cental

chaacte in the novel, but :apoleon,

the 'ictatoial pig, is the figue *ho

'ives an' ties togethe most of the

action.

RISING ACTION he animals tho*

off thei human oppessos an'

establish a socialist state calle' Animal

7am2 the pigs, being the most

intelligent animals in the goup, ta6e

contol of the planning an' govenment

of the fam2 8no*ball an' :apoleon

engage in i'eological 'isputes an'compete fo po*e.

CLIMA4 n Chapte Q, :apoleon uns

8no*ball off the fam *ith his taine'

pac6 of 'ogs an' 'eclaes that the

po*e to ma6e 'ecisions fo the fam



the stoy. 0ll be passing it to one of you

an' you *ill continue the stoy an'

anothe peson *ill hol' it an' passe' to

anothe then 'o the same2 an' if

someone can0t ma6e it *ithin F

secon's then heshe *ill be appointe' to

ans*e one of the gui'e uestions, the

game *ill en' in F minutes. s that

clea@

5et0s no* ans*e the gui'e uestions.

?u fist luc6y stu'ent to ans*e the

fist uestion is Ms. Matina. Please

ea' an' ans*e numbe F.

(F. <hat ae Michael ?bi4s t*o

foemost goals@$

Qey 9oo'= Jo* about the numbe

t*o, M. 8antos@

(%. <hy is the path acoss the school

impotant to the villages@$

3cellent= t seems that you eally

un'estan' the stoy. :o* let0s hea

the ans*e of numbe ! fom M.

Delima.

(!. Jo* is the path use' as a symbol in

the stoy$

*ill be eecise' solely by the pigs.

FALLING ACTION 8ueale emeges

to ustify :apoleon0s actions *ith s6illful

but 'uplicitous eintepetations of

Animalist pinciples2 :apoleon

continues to consoli'ate his po*e,

eliminating his enemies an' einfocing

his status as supeme lea'e2 the

common animals continue to obey the

pigs, hoping fo a bette futue.

RESOLUTION (8oul of 9eat Bell$

<hen oH:gai sacifice' heself to

ma6e the geat bell an' save he

fathe0s life.

MA5OR CONFLICT the animals

vesus M. Eones, 8no*ball vesus

:apoleon, the common animals vesus

the pigs, Animal 7am vesus the

neighboing humans.

POV (he Cas6 of Amontilla'o$

he naato spea6s in 7ist PesonPoint of Qie*.

THEMES (8toy of Age' Mothe$

/A mothe0s love is something that no

one can eplain. t is ma'e of 'eep

'evotion an' of sacifice an' pain, it is



Bavo= hen in uestion numbe "

please ea' an' ans*e it Ms. Reyes.

(". n the en', the school is the /uins of

his *o6.1 <hy has this happene'@$

Qey goo'= An' no* fo the last

uestion. M. Ban'e, please ea' an'

ans*e.

(. f you *ee M. ?bi *oul' you let the

villages pass on the school compoun'

6no*ing that they ha' this ancestal

belief@$

Qey 9oo'= Please let0s give them a

/5?Q3 C5AP1

C. Less"& P!"#e!

:o*, let0s pocee' to the elements of a

shot stoy.

(Duing the 'iscussion the teache *ill

as6 some stu'ents to give thei eample

on each elements of shot stoy$

en'less an' unselfish1.



• A c,!cte! is a peson, o sometimes

even an animal, *ho ta6es pat in the

action of a shot stoy o othe liteay

*o6.

• he setti&) of a shot stoy is the time

an' place in *hich it happens. Authos

often use 'esciptions of lan'scape,

sceney, buil'ings, seasons o

*eathe to povi'e a stong sense of setting.

• A #'"t is a seies of events an'

chaacte actions that elate to the

cental conflict. (Plot 8tuctue$

8ample- 7om yeste'ay0s topic-

/Animal 7am by 9eoge ?*ell1



• he c"&%'ict is a stuggle bet*een t*o

people o things in a shot stoy. he

main chaacte is usually on one si'e

of the cental conflict. ?n the othe

si'e, the main chaacte may stuggle

against anothe impotant chaacte,

against the foces of natue, against

society, o even against something

insi'e him o he (feelings, emotions,

illness$.

P"i&t "% Vie6 is 'efine' as the angle

fom *hich the stoy is tol'.

• he t,e7e is the cental i'ea o belief

in a shot stoy.

IV. Ge&e!'i8ti"&

a. 3positoy K chaactes an' the

setting is eveale'.



b. Rising Action K*hee the events in the

stoy become complicate' an' the

conflict in the stoy is eveale'.

c. Clima Kthe highest point of inteest.

'. 7alling action K events an'

complications begin to esolve them.

e. Resolution Kfinal outcome o

untangling of events in the stoy.

V. A##'icti"&

he stu'ent *ill fin' an' go to thei espective goup. 3ach goup *ill ceate thei o*n

8toy Boa' base on the etact plot they ha' fom the stoy. his plot stuctue

containing the- 3positoy, Rising Action, Clima, 7alling Action, an' Resolution an' it

*ill also be *itten on the lo*e pat of thei 'a*ing. 3ach goup *ill nee' a Catolina,

Pentel pen, cayons pastel to ma6e thei o*n stoyboa'. he time allotte' fo them to

ma6e the stoyboa' is %mins an' minutes to pesent thei *o6 in the font.(8tu'ents 'o the activity$

VI. Ev'uti"&Choose the coect ans*e to the uestion.

F. he feeling o atmosphee ceate' *hen ea'ing a stoy is calle' the

a. Moo'.

b. Conflict.

RUBRICSContent %)

Ceativity %)

8euence of the

events

%)

9amma F)

Claity:eatness )

Coopeation )



c. Clima.

'. 8etting.

%. he plot of a stoy stats off *ith a

a. Clima.

b. Rising action.

c. Conflict.

'. heme.

!. he most eciting pat of a stoy is calle' the

a. Conflict.

b. 7alling action.

c. Resolution.

'. Clima.

". he moal o lesson to be leane' in a stoy is calle' the

a. Conflict.

b. Moo'.



c. 8euencing.

'. heme.

. Analyze the theme of the stoy Dea' Men0s Path by Chinua Achebe.

VII. Assi)&7e&t Analyze the 6ey elements of the shot stoy OA 9oo' Man is Ja' to 7in'O

by 7lanney ?4Conno4s. <ite it in a yello* pape.

Pepae' by- Aeia Eoy MinasH 3nglish

Lesson Plan in TRW

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