Republic of the Philippines

Nueva Vizcaya State University

COLLEGE OF TEACHER EDUCATION
Bayombong, Nueva Vizcaya

A Detailed Lesson Plan in English 10

Student Teacher: GENEVIEVE G. SIAGTO Grading Period:

THIRD QUARTER
PROGRAM STANDARD The learner demonstrates communicative competence through his/
her understanding of literature and other texts types for a deeper
appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD The learner demonstrates communicative competence through his/
her understanding of Philippine Literature and other texts types for a
deeper appreciation of Philippine Culture.
I. OBJECTIVES Date/Day: December 12, 2019/Thursday
A. Content Standards The learner demonstrates understanding of how world literature and
other text types serve as 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 skilfully delivers a speech for a special occasion through
Standards utilizing effective verbal and non-verbal strategies and ICT
resources.
C. Learning 1. EN10LC-IIIe-2.9: React intelligently and creatively to the
Competencies/ text listened to.
Objectives and LC 2. EN10LT-IIIe-3: Explain how a selection may be influenced
Codes by culture, history, environment, or other factors.

At the end of the lesson, 80% of the students should be able to:

a. identify the characters, the setting, the theme and the

message of the story;
b. perform the given task actively; and
c. apply the morale of the story in real life situation.

II. CONTENT A GRAIN AS BIG AS A HEN’S EGG

(Subject Matter that the By: Leo Tolstoy
Teacher aims to teach)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide N/A
Pages
2. Learner’s Material N/A
Pages
3. Textbook pages Pg.353-356
4. Additional
Materials from (LR) N/A
Portal
B. Other Learning
Resources

C. Materials Laptop, PowerPoint presentation, Cards, Cartolina, Marker, and

Scorecards, Emojis, and copies of reading text.
IV. PROCEDURES
Teacher’s Activity Students’ Activity
a).Preliminaries
•Prayer

Everyone, please stand. Keith, kindly

lead us a prayer.
Lord, we thank you and honour for this day
as we start our lesson. Amen.
•Greetings

Good morning, class!

Good morning ma’am.
Before you sit down, kindly pick up
those pieces of papers under your chairs.
Yes, ma’am.
Students who are seated at the back
please occupy the seats in front.
Yes, ma’am.
•Checking of Attendance

I have here your name tags, please pass

them to the owners and give back the
names unclaimed, they will be
considered absent.

•Checking of Assignment

Class, I have given you an assignment

last meeting.
Yes, Ma’am.
Please pass it forward.

•Review of the past lesson

What is out topic last meeting? Yes,

Jonalyn.
Our topic last meeting is a short story
entitled “The King’s Magic Drum”.
Very good, Jonalyn. What is the story all
about? Yes, James. Ma’am, the story is all about the generous
king with a magic drum that everyone
wanted.
Who are the characters in the story? Yes,
Angel. The characters in the story are the king, the
queen and other people.
Very good, Angel.
What is the lesson of the story? Jodelle.
The lesson that I learned in the story is that
we should be contented with all the things
that we have.
Thank you, Jodelle. So, let’s proceed to
the next.
b. Motivation
(Picture of
Now, everyone on my right side please
Letters)
stand. I want you all to come in front. I
have here words that you need to do or
form as a group. Remember not to read it
aloud.
Yes, Ma’am.
Now, the rest of you will guess what
your classmates will be doing later.
Yes, Ma’am.
At the count of 3 I want you to face in
front and show us your best pose. You
will have to freeze for 6-10 seconds.
1, 2, 3 Go! Freeze. (The students will give their best pose I
front of their classmates.)
Okay, thank you. You can sit now. What
are your guesses? Yes, Loradel. Ma’am I guess they formed letters like
GRAIN.
What made you arrive with your answer?
Ma’am, I arrived with this answer because
they formed the letters.
Very good, Loradel. What does it mean
then? Yes, Leorose?
Ma’am, it means grain.
Kindly define to the class what a grain is.
A grain is a kind of food or plant that we
used to eat.
Thank you Leorose. Okay from my left
side, please come in front. To perform it
well, you can work as a group and form
the word. Do it with your own strategy.
At the count of 3, show us your best
pose.
1, 2, 3 Go! Freeze.
(The students show their best pose.)
Okay, thank you. You may now sit down.
What did you observe? Yes, Vanessa
Marie.
Ma’am, I think they formed the word Egg.
Very good, Vanessa. How did you come
up with that idea? I came up with the idea because I can see
letters that forms the word Egg.
Exactly. Okay so let’s move on.
c. Presentation of Based on your performances and
the Lesson observations, what is our lesson for
(Conversational today? Yes, Jayson.
Biography) Ma’am, it has something to do with our
grains and corns.
Very good, Jayson. What else Angelou?
Ma’am, it has something to do with corns
as a grain.
Yes, very good.
Our lesson for today is entitled, please
read.
“A GRAIN AS BIG AS A HEN’S EGG”
by Leo Tolstoy
 Now, let’s do a conversational biography
of the author. Everyone on my right side
will act as an interviewer and the rest will
act as interviewee. Please begin.
Interviewer: Who is the author of the story
A grain as big as a hen’s egg?

Interviewee: He is Count Lev Nikolayevich

Tolstoy, usually referred to in English as
Leo Tolstoy, and a Russian writer who is
regarded as one of the greatest authors of
all time.

Interviewer: Is Leo Tolstoy one of the

greatest authors?

Interviewee: Yes, of course. He is a

renowned Russian author. He is best
known for his two novels War and Peace
and Anna Karenina.

Interviewer: When and why did he wrote

about, A grain as big as a hen’s egg?
Interviewee: the short story was written in
1886 as a parable. Well, Let’s find out
about why it is written.

Thank you everyone. Now, you know

who Leo Tolstoy is. Let’s move on.
d. Vocabulary Before we read the story, let us add some
Enrichment new words in our vocabulary. Please
(2 minutes) check the colours of your name tags and
(Find my proceed to your groups.
definition)
A picture will appear on the screen.
Analyze the picture as a clue. If you
think you have the right definition of the
word, please stand and cite the definition
together with the word that you have
formed.

Rav n
A landform narrower than a canyon,
especially formed by running water.
1.

Gr ov
A long narrow, hollow space cut into a
surface.
2

P nd r
To think about something carefully,
especially before making a decision or
3. reaching a conclusion.
 4.
Cr t h
Used by people who cannot use their legs
to support their weight.

5.

T tt r
To move or walk in a way that looks as if
you are about fall.

6.

T r sh
To separate grain from a plant from the
chaff to which it is attached.

d. Presentation of Please, be guided also for this questions

Motive Questions that you are going to answer after reading
(The W’s of it) the story. Everyone kindly read the
questions.
1. How did mankind show interest in
maximizing the usefulness of
nature?

2. If nature has its own limit, how can

we deal with it?
e. Discussion of
the Lesson Before we start reading the story, Let us
(Group Reading) divide the class into three groups. Here’s
what we are going to do. Everyone please
read.
1. Each group will be asked questions
which will be equivalent to 1 point as
recitation if the question is answered.
2. If one member of the group cannot
answer the question, he/she can call for a
help from other groups (not your own
group mates), but the point will be half and
the other half will go to the group who
gave the help.
3. Assign one member in each group to
tally the scores.
So, group 1 please start reading until the
broken lines on your copies.
One day some children found, in a ravine,
a thing shaped like a grain of corn, with a
groove down the middle, but as large as a
hen's egg. A traveler passing by saw the
thing, bought it from the children for a
penny, and taking it to town, sold it to the
 King as a curiosity.

The King called together his wise men, and

told them to find out what the thing was.
The wise men pondered and pondered and
could not make head or tail of it, till one
day, when the thing was lying on a
window-sill, a hen flew in and pecked at it
till she made a hole in it, and then everyone
saw that it was a grain of corn. The wise
men went to the King and said: 'It is a grain
of corn.'
What did the children find in a ravine?
Yes, Vanessa.
Ma’am, the children found a corn as large
as a hen’s egg.
Very good Vanessa. Kindly describe the
object that the children found. Yes,
Maryjune.
Ma’am, it is shaped like a grain of corn
with a groove down the middle, but as
large as a hen's egg.
Thank you Maryjune. How did the wise
men come to know that it was a grain of
corn? Yes, Felicissimo.
When the thing was lying on a window-
sill, a hen flew in and pecked at it till she
made a hole in it, and then everyone saw
that it was a grain of corn, Ma’am.
Okay. Thank you. Please continue group
2 until the broken lines.
At this the King was much surprised; and
he ordered the learned men to find out
when and where such corn had grown. The
learned men pondered again, and searched
in their books, but could find nothing about
it. So they returned to the King and said:

'We can give you no answer. There is

nothing about it in our books. You will
have to ask the peasants; perhaps some of
them may have heard from their fathers
when and where grain grew to such a size.'

So the King gave orders that some very old

peasant should be brought before him; and
his servants found such a man and brought
him to the King. Old and bent, ashy pale
and toothless, he just managed with the
help of two crutches to totter into the
King's presence.

The King showed him the grain, but the old

man could hardly see it; he took it,
however, and felt it with his hands. The
King questioned him, saying:
 'Can you tell us, old man, where such grain
as this grew? Have you ever bought such
corn, or sown such in your fields?'

The old man was so deaf that he could

hardly hear what the King said, and only
understood with great difficulty.
Did the wise men find out details or
explanations about the corn? Yes,
Loradel.
No, Ma’am.
Why do you think it’s not recorded in
their books during that time?
It’s maybe because they haven’t
encountered it yet.
Very good, Loradel.
How did the author describe the old
peasant? Yes, Jonalyn.
Ma’am, the first peasant is old and bent,
ashy pale and toothless, he just managed
with the help of two crutches to totter into
the King's presence.
Have you encountered a situation in your
community that the leaders asked for
help from the people in the community?
Yes, Aljon.
Yes, Ma’am.
Do you think the old man will be able to
explain to the King about the corn? Yes,
Keith.
No, Ma’am.
Okay, let’s find out about that later.
Group 3 continue reading until the
broken lines.
'No!' he answered at last, 'I never sowed
nor reaped any like it in my fields, nor did I
ever buy any such. When we bought corn,
the grains were always as small as they are
now. But you might ask my father. He may
have heard where such grain grew.'

So the King sent for the old man's father,

and he was found and brought before the
King. He came walking with one crutch.
The King showed him the grain, and the
old peasant, who was still able to see, took
a good look at it. And the King asked him:

'Can you not tell us, old man, where corn

like this used to grow? Have you ever
bought any like it, or sown any in your
fields?'

Though the old man was rather hard of

hearing, he still heard well than his son had
done.
 'No,' he said, 'I never sowed nor reaped any
grain like this in my field. As to buying, I
never bought any, for in my time money
was not yet in use. Every one grew his own
corn, and when there was any need we
shared with one another. I do not know
where corn like this grew. Ours was larger
and yielded more flour than present-day
grain, but I never saw any like this. I have,
however, heard my father say that in his
time the grain grew larger and yielded
more flour than ours. You had better ask
Was the old peasant able to describe the him.'
grain to the king? Yes, Jonalyn.
What did the old man say about it? No, Ma’am.

The grains were always as small as they

Very good, Jonalyn. are now, Ma’am.

How did the author describe the

peasant’s father? Yes, James.
What does it mean then in comparison to
He came walking with one crutch, Ma’am.
how the author describes his son?
Ma’am, it means that the father is healthier
than his son.
Very good, James. Was the father able to
give the answer to the king’s question?
Yes, Xyrine.
No, Ma’am.
What did he say about the grain?

He said that he doesn’t know anything

about it and never sowed nor reaped any
Thank you, Xyrine. Do you think his grain like the corn in their field.
grandfather will be able to answer the
king’s question? Yes, Leonida.
How did you say so, Leonida?
Yes, Ma’am.

It is because the father said that he heard

that his father say that in his time the grain
grew larger and yielded more flour than
Okay, thank you. Let’s find out about ours.
that later. Group 1 continue reading.

So the King sent for this old man's father,

and they found him too, and brought him
before the King. He entered walking easily
and without crutches: his eye was clear, his
hearing good, and he spoke distinctly. The
King showed him the grain, and the old

How did the author describe
grandfather? Yes, Zizzaly.
Thank you Zizzaly. Why was the
grandfather healthier than both his son
and his grandson? Yes, Loradel.
Very good Loradel.
How did the peasant’s grandfather
respond when asked if he ever bought
such a grain? Yes, Jodelle.
Thank you Jodelle. Was he able to
answer the king’s question? Yes,
Maryjune.
Okay, let’s continue reading the last Yes, Ma’am.
paragraphs.
grandfather looked at it, and turned it about
in his hand.
'It is long since I saw such a fine grain,'
said he, and he bit a piece off and tasted it.
'It's the very same kind,' he added.
'Tell me, grandfather,' said the King, 'when
and where was such corn grown? Have you
ever bought any like it, or sown any in
your fields?' And the old man replied:
'Corn like this used to grow everywhere in
my time. I lived on corn like this in my
young days, and fed others on it. It was
grain like this that we used to sow and reap
and thresh.'
And the King asked: 'Tell me, grandfather,
did you buy it anywhere, or did you grow it
all yourself?'
The old man smiled. 'In my time,' he
answered, 'no one ever thought of such a
sin as buying or selling bread; and we
knew nothing of money. Each man had
corn enough of his own.'
the
Ma’am, the peasant is walking easily and
without crutches: his eye was clear, his
hearing good, and he spoke distinctly.
Ma’am, It is because he has everything
during his time and they have plenty of
resources.
He respond that 'Corn like this used to
grow everywhere in my time. I lived on
corn like this in my young days, and fed
others on it. It was grain like this that we
used to sow and reap and thresh.'
'Then tell me, grandfather,' asked the King,
'where was your field, where did you grow
 corn like this?'

And the grandfather answered:

'My field was God's earth. Wherever I

ploughed, there was my field. Land was
free. It was a thing no man called his own.
Labor was the only thing men called their
own.'

'Answer me two more questions,' said the

King. 'The first is, Why did the earth bear
such grain then and has ceased to do so
now? And the second is why your
grandson walks with two crutches, your
son with one, and you yourself with none?
Your eyes are bright, your teeth sound, and
your speech clear and pleasant to the ear.
How have these things come about?'

And the old man answered:

'These things are so, because men have

ceased to live by their own labour, and
have taken to depending on the labour of
others. In the old time, men lived according
to God's law. They had what was their
own, and coveted not what others had
Why do you think the earth ceased to produced.
grow grains of that size? Yes, Mary anne.

The earth ceased to grow grains of that size

maybe because we don’t have the
Did the story remind you of anything that resources now and we live by our own
has happened to these days? Yes, Vince. doings and beliefs.

Like, in what instance?

Yes, Ma’am.

Very good Vince. It reminds me of something that we have

Very good Vanessa. How about you everything we need.
Keith?

It is through participating to programs

Thank you Keith. which helps maintain the beauty of nature.
Have you encountered someone who is
100 years old yet healthy and walking?
Yes, Maryjune.

Can you describe them to us?

Yes, Ma’am.

Ma’am, they are still healthy and can

Thank you for sharing Maryjune. mingle to other people around our
Anyone else who wants to share? Yes, community.
Leonida.
 Thank you for sharing Leonida. We
admire our grandparents so much I encountered a grandparent who is 90
because of their bravery and goodness to years old and can still walk.
us. Let’s move on.

f. Answering of Okay, let’s answer these questions.

Motive Questions
1. How did mankind show interest in
maximizing the usefulness of nature?

2. If nature has its own limit, how can we

deal with it?

g. Enrichment I have here a letter for you. Vincent

Activity please read the letter.
(A letter from the My people,
King) You are cordially invited to the
king’s fest for a prosperous harvest! But
first, you need to finish the task prepared
by the king for official admission.
1. Remain in your groups. A task will be
assigned to each group.
2. Every after the sentences that you will
be writing put a #to the king’s fest.
3. Finish your task within 5 minutes and
perform in front of your audience.
4. Each group will have different emojis
that you will only raise a maximum of
three after each group’s performance as
your reaction which will be equivalent to 5
points.
The king.
Thank you Vince. Before we proceed,
kindly read this rubric as your guide in
your activity.
Group 1. FB wall post
As a youth, write your thoughts on your FB
wall about a program or project on proper
utilization of natural resources that you
want to implement, and give details about
it.
Group 2. Twitter wall post
Write a two stanza poem related to the
theme or message of the story.
Group 3. Instagram wall post
Draw a “before and after” situation of the
natural resources as the time pass by.

Categ 5 4 3 2
 ory
Conte Conte Conte Conte Conte
nt nt is nt is nt and nt and
clear under ideas ideas
and standa are doesn
easy ble. some ’t
to One what make
under idea confu sense.
stand. mayb sing.
Ideas e out
have a of
compl place.
ete
sense.
Prese Prese Prese Prese Prese
ntatio nters nters nters nters
n are are are are
very occasi not not
confid onally consis confid
ent in confid tent in ent in
delive ent in delive delive
ry. delive ry. ry.
ry.

Group All Most Some Few

Team memb of the memb memb
work ers memb ers ers
contri ers contri contri
bute contri bute bute
in the bute in the in the
compl in the compl compl
etion compl etion etion
of the etion of the of the
assign of the assign assign
ed assign ed ed
task. ed task. task.
task.
h. Generalization
(Paper-partner Some name tags have a cut paper inside
Hunt) with incomplete questions, now, I want
you to check on your name tags and find
someone from the class who will
complete your questions. Both of you
will answer the question.

Who are the characters in the story? Yes,

Leonida and Keith.
Very good Leonida and Keith.
For our next partner, please read your
question.
The characters in the story are: the king,
the wise men, the children, and the 3
peasants.
The question is what is the relationship of
the 3 old peasants? And what is their role
in the story?
 Thank you, please answer the question.
The 3 old peasants are relatives. The first
peasant is the son, the second peasant is the
father and the third peasant is the
grandfather. Their role in the story is the
one who answered the king’s questions.
Thank you maryjune and rodelio. Okay,
last partner read your question.
Why was the grandfather healthier than his
son and his grandson?
Okay, please answer.
The grandfather is healthier because during
their time everything is provided and they
have what they need especially foods and
needs.
i. Valuing Do you have your cell phones with you?
(Letter to Yes, ma’am.
Grandma and Can you send text messages? For those
Grandpa) who cannot send text messages I have
here a small card. Please pass it forward
to your classmates.
Yes, Ma’am.
Now, I want you to read and follow the
instructions.
1. Type or write a message for your
grandparents. Any message that you want
or you need to tell them.
2. At the end of the message, write HAPPY
NATIONAL GRANPARENTS DAY!
This is prior to the celebration of
National Grandparents Day last
September 13. If you want, you may also
add a Merry Christmas greeting to them.
Give those small cards to your
grandparents when you get home.
Yes, Ma’am.
Very good class.
V. Evaluation
The enrichment activity will serve as their evaluation.

VI. Assignment For your assignment, find someone or

interview someone who is at the age of
80 and above and let them share their
experiences in life and relay it to the Goodbye ma’am.
class next meeting. Write it in a 1 whole
sheet of paper, it will be equivalent to 40
points.

Prepared by:

GENEVIEVE G. SIAGTO

Checked by:

RONNIE F. CASTAÑEDA