ADAPTIVE LESSON PLAN IN ENGLISH 9

For Gifted and talented Learners

Prepared by: Nina Iligan

PLOP:

CHILD’S need- enrichment of curriculum (providing additional or different instruction added on the
usual curriculum goals and activities.

CLASSROOM ENVIRONMENT; Instructors sets the tone of the atmosphere in the classroom. With
this, the learning environment must be positive, organized and socially active.

EDUCATIONAL PLACEMENT; self-contained programs (since dali ra mabored sila, they cannot stay in
a mainstream classroom. They must also receive services outside the classroom that caters their
needs like computer fru since they are advanced and innovators.) ALSO LIFE SKILLS.

RELATIONSHIP- CLASSROOM ENVIRONMENT IS THE PLACE WHERE LEARNERS LEARN, WHILE

EDUCATIONAL PLACEMENT IS THE SERVICES THAT WE OFFER TO THEM TO ADDREDD THIR
INDIVIDUAL NEEDS. THESE TWO MUST WORK TOGETHER TO PROVIDE THE GIFTED AND TALENTED
LEARNERS AN EFFECTIVE LEARNING EXPERIENCE.

LC: IDENTIFY THE VARIOUS ELEMENTS, TECHNIQUES AND LITERARY DEVICES IN FICTION

I. OBJECTIVES

Students will be able to determine the basic elements of fiction;

Apply technology skills in demonstrating the elements of a given text; and

Realize the importance of the elements in creating a fiction.

II. SUBJECT MATTER

TOPIC: ELEMENTS OF FICTION
CONCEPTS: Setting- includes the place and time of the actions.
Characters- person or any entity presented in a narrative or dramatic
Work
Plot- flow and sequence of events in a story.
Point of view- vantage point as to how the story unfolds.
Conflict- opposition of forces that may set forth the problems that the
Main character needs to face.
Symbols- object used to represent ideas aside from its literal meaning.
Theme- significant truth about life which a story attempt to
Communicate to its readers.
 VALUE(S): Leadership, Cooperation, Respect
REFERENCES: Baronda, A.J. (2016). 21st Century Literature from the Philippines
And the World. Pasay City, Phillipines. JFS Publishing Services.

ADAPTATIONS;
Interest centre- in presenting the subject matter, the class will be
divided into small groups. Each member of the group will be given a paper that
contains the details of the lesson and some arts materials. After reading, each
member is encouraged to talk and share their knowledge. Using the art materials,
they can choose how they want to present their discussion within their group.
Example: creating a concept map in the basic elements of fiction

Extension activities- after the discussion, the teacher will provide

follow-up activities as a reinforcement of the subject matter. It aims to move the
learners while learning, and at the same time, this will help the teachers in lessening
the boredom that a learner may feel during the teaching-learning process.

III. PPROCEDURE
A. CLASSROOM ROUTINE
Prayer
Reading of classroom policies

B. REVIEW

The teacher will call someone from the class who wears the same color of
shirt like him to recapitulate the previous lesson.

C. MOTIVATION

The teacher will pick five random students from the class to form the
jumbled letters flashed on the TV screen. The jumbled letters form words
related to the lesson. This is s to assess if the students have prior knowledge
to the topic. As a challenge, each will be only given 5 seconds to answer.

D. LESSON PROPER

The teacher will play a short clip discussing the subject matter. He will then
create small groups in the class and distribute the papers containing the full
content of the lesson and some art materials to creatively discussed the
subject matter within the group. It is up to the members in how would they
demonstrate their learnings using only the art materials. Each is encouraged
to talk and share something. After discussing, they will be tasked to
determine the elements present on a sample story that will be assigned to
them. When done, learners are tasked to present their output using
PowerPoint presentation. They will be graded according to the rubrics.
Other groups will be also given a chance to critic and grade the output.

E. GENERALIZATION

In the same group, learners have to complete the unformed blocks that
contain incomplete sentences. They have to find the missing blocks which
 are hidden somewhere inside or outside the classroom to complete a
thought. The thought summarizes the general idea of the lesson.

F. APPLICATION

To test the mastery of concepts, each learner is tasked to create 3 short

stories of their own within a given amount of time. Learners who
successfully excel in the activity are automatically exempted to do the
homework.

G. REFLECTION
In the same group, members are encouraged to share something they have
learned from the lesson. Afterwards, the teacher will pick a group
representative for the last activity. In a form of speech, the group
representatives will answer the question, “WHAT IS THE IMPORTANCE OF
ELEMENTS IN CREATING FICTION?”

IV. ASSESSMENT

Complete the table below by supplying the necessary information.

TITLE OF THE STORY AND AUTHOR

CHARACTERS (classify)
SETTING
PLOT
a. Exposition
b. Rising Action
c. Climax
d. Falling Action
e. Denouement

CONFLICT
POINT OF VIEW
SYMBOLS AND THEIR MEANINGS
THEME

V. ASSIGNMENT