Lesson Plan Template
Name of Lesson
Understanding and Applying Point of View, Narrative Techniques, and Organic Unity in Literature
Learning Area/s
English
Designed by Teacher/s
Juana dela Cruz
Designed for which Grade Grade 10
Level and Section
Grade Level and Section
No. of Sessions
4
References
(books, websites, toolkits,
etc.)
BOW in English , Celebrating Diversity through World Literature (Grade 10 Learner's Material) by Almonte, et al.,
published by REX Book Store; https://www.deped.gov.ph
Declaration of AI use
Cite how AI was used in
the formulation of the
lesson plan.
AI was used to extract info from uploaded documents, align curriculum competencies, and generate
instructional content.
Intentions.
Meaningful learning experiences are anchored in how we frame them. Start by deciding what you want learners to
master.
Learning Competency:
Write the competency/ies
MONDAY
TUESDAY
WEDNESDAY
Analyze point of view (POV) in
selected world literary texts and
Identify and explain
Evaluate the organic
narrative techniques such unity of a literary work by
as foreshadowing,
connecting narrative
THURSDAY
Apply understanding of
POV, narrative
techniques, and organic
unity through a creative
from the curriculum that
we are targeting.
explain its impact on the reader's
perspective.
flashback, and in medias
res in world literature.
elements to the central
theme.
writing task or critical
analysis.
Learning Objectives:
Write the smaller
knowledge, skills, or tasks
from the competency.
Identify the different types of Point
of View (First, Second, and Third
Person Limited/Omniscient) and
explain how the narrator's
perspective shapes the narrative.
Differentiate various
narrative techniques used
by authors to manipulate
time and reader
engagement, providing
examples from Grade 10
texts.
Explain the concept of
organic unity and
demonstrate how plot,
characterization, and
setting contribute to a
cohesive theme.
Synthesize the learned
concepts by analyzing a
short story and creating
a brief narrative piece
that utilizes specific
techniques and a
consistent POV.
Learner Context:
Write your observations of
your learners, strengths,
interests, and barriers.
Grade 10 students with
foundational knowledge of literary
elements, transitioning into
complex critical analysis of world
literature.
Learners who are
proficient in identifying
basic plot points but need
guidance in
understanding the
technical construction of
a story.
Students capable of
collaborative discussion
and abstract thinking
regarding how parts of a
story function as a whole.
Diverse learners who
benefit from both
analytical reading and
practical application
through creative writing.
Learning
Experience.
A learning experience is like a thoughtfully designed journey.
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
Pre-Lesson:
Describe how you will
help the learners get
ready for the lesson.
POV Quick-Match: Students will
view images representing different
perspectives (e.g., a bird's eye
view vs. a worm's eye view) and
describe what they see.
Time-Jump Trivia: A
brief review of movies or
stories that start in the
middle or go back in time
(e.g., superhero origin
stories vs. sequels).
The Puzzle Challenge:
Present a puzzle with a
missing piece to
introduce the concept of
'Organic Unity'—why
every part is essential.
Review Quiz: A short 5question recall activity
covering the definitions
of POV and Narrative
Techniques from the
previous three days.
Flow:
Describe the activities
that you can implement in
1 or more sessions to
Step 1: Introduction to Point of
View. Define POV as the 'lens'
through which a story is told. First
Person: Uses 'I' and 'me'; provides
Step 1: Defining
Narrative Techniques.
Explain that these are
tools authors use to make
Step 1: The Concept of
Organic Unity. Based on
New Criticism, explain
that a story is like a living
Step 1: Integration of
Skills. Brief lecture on
how POV and Narrative
Techniques are the
meet the learning
objectives.
Apply the Learning
Design Principles by
thinking about how to:
●
●
●
●
●
intimacy but is limited. Second
Person: Uses 'you'; pulls the
reader into the action (rare in
novels). Third Person Limited:
Uses 'he/she'; follows one
character's thoughts. Third Person
Omniscient: 'All-knowing' narrator
make the
who knows all characters' thoughts
objectives clear for
and feelings.
the learners
Step 2: Examples in World
guide learners
Literature. Discuss examples like
before letting them Victor Hugo's The Hunchback of
try the task on
Notre Dame. How would the story
their own
change if Quasimodo narrated it?
check the state of Step 3: Comparative Analysis.
the learners' well- Students read two short
paragraphs of the same scene
being,
written in different POVs and list
understanding,
the differences in information
and mastery
provided.
connect today's
Step 4: Guided Practice. In pairs,
new concepts to
students rewrite a paragraph from
past competencies a Third Person perspective into a
encourage
First Person perspective.
collaboration
among learners
●
invite learners to
reflect on why this
matters to them
●
ensure inclusion
for learners' varied
abilities
stories more interesting.
Step 2: Flashback and
Foreshadowing.
Flashback provides
background;
Foreshadowing builds
suspense. Example: In
The Iliad, hints about
Achilles' fate.
Step 3: In Medias Res
and Stream of
Consciousness. In
Medias Res (starting in
the middle of action) and
Stream of Consciousness
(the flow of thoughts).
Step 4: Application
Activity. Students watch
a short film clip and
identify where a
technique is used.
Discuss why the director
chose that technique
instead of a chronological
sequence.
Step 5: Concept Map.
Students create a map
linking techniques to their
intended effects (e.g.,
Suspense ->
Foreshadowing).
organism. Every part
(POV, plot, character,
setting) must work
together to support the
theme.
Step 2: Dissecting a
Text. Use 'The Story of
an Hour' by Kate Chopin.
How does the setting (the
room/the window)
connect to the theme of
freedom?
Step 3: Group
Discussion. Groups
analyze how the POV
(Third Person Limited)
contributes to the
surprise ending. Would
the unity be broken if it
were First Person?
Step 4: Synthesis.
Students write a 'Theme
Statement' for a selected
text and list three
elements that support
that theme specifically.
'building blocks' of
Organic Unity.
Step 2: Analytical
Workshop. Students
are given a short story
segment. They must
identify the POV, find
one narrative technique,
and explain how these
two contribute to the
story's unity.
Step 3: Creative
Writing Task. Students
write a 200-word story
that starts in medias res,
uses foreshadowing,
and maintains a
consistent Third Person
Omniscient POV.
Step 4: Peer Review.
Students swap stories
and check if their partner
successfully used the
techniques.
Step 5: Reflection.
Final discussion on how
understanding these
mechanics makes them
better readers and
writers.
Learning Resources:
List down the learning
resources that will help
you reach your objectives.
Grade 10 English Learner's
Material, Slide deck on POV,
Handouts of 'The Hunchback of
Notre Dame' excerpts.
Graphic organizers, Short
film clips showing nonlinear narratives,
Whiteboard and markers.
Copies of 'The Story of
an Hour', Chart paper for
group synthesis, Theme
development worksheets.
Writing rubrics, Peerevaluation forms,
Sample world literature
short stories for analysis.
Opportunities for
Integration:
Write down any
Psychology: Understanding how
perspective changes human
perception of truth.
Cinema and Media Arts:
Identifying non-linear
Biology: Using the
analogy of an 'organism'
Creative Writing and
Professional
Communication:
possibilities to
meaningfully anchor
learning areas.
storytelling in modern film to understand structural
and digital media.
unity in systems.
Assessment.
Assessments reveal what learners have gained and what they still need help with.
Formative Assessment:
Create a task, activity, or
questions to evaluate
learning and provide
feedback.
1. Which POV uses an 'allknowing' narrator?
2. What technique uses hints to
suggest future events?
3. What do we call a story where
all elements are essential and
interconnected?
4. True or False: Changing a POV
can force a writer to remove certain
foreshadowing.
1. Which POV uses 'I'
and 'me' for an intimate
internal look?
2. What technique
interrupts the timeline to
show the past?
3. Define 'Organic Unity'
in your own words.
4. How does 'In Media
Res' affect reader
engagement?
.
Applying technical
structures to produce
clear and engaging
narratives.
1. Identify the Point of
View.
1. What is 'In Media
Res'?
2. Name one Narrative
Technique present.
2. Define 'Organic Unity'
in your own words.
3. How does this
technique contribute to
organic unity? (2
sentences)
3. How does ThirdPerson Limited POV
differ from Omniscient?
4. Why is POV crucial in
'The Necklace'?
5. What is the purpose
of foreshadowing?
Answer Key:
1. Starting a story in the
Answer Key:
Answer Key:
Answer Key:
middle of action.
1. First-Person POV.
1. Third-Person Omniscient.
1. Third-Person Limited
2. A structure where
2. Flashback.
2. Foreshadowing.
focused on the man's
every part is essential to
3. The concept that all
3. Organic Unity.
physical state/memory
4. True (because a character might parts of a story must work or Omniscient due to the the theme.
3. Limited follows one
together to support a
not know the future events the
prediction of dawn.
character's thoughts;
central
theme/purpose.
4.
omniscient narrator did).
2. Foreshadowing the
Omniscient knows all
It engages the reader
sea would claim it back
characters' thoughts.
immediately by starting in or Flashback He
4. It maintains the
the middle of action.
remembered.
3. Grading: Full points if surprise ending/irony.
they explain how the past 5. To prepare the
reader for the climax and
(flashback) or future
build tension.
(foreshadowing)
connects the character's
emotion to the inevitable
plot resolution.
.
Ways
Forward.
Meaningful learning can also happen beyond the classroom.
Extended Learning
opportunities:
Suggest other learning
experiences outside the
classroom/class hours.
Students are tasked to find one short story from a world literature website (e.g., CommonLit) and write a one-page
analysis identifying its POV, one narrative technique, and how these elements create organic unity.
Reflections:
Think about what you
need to change for the
next session based on
what happened today.
The teacher will evaluate if students can distinguish between Limited and Omniscient POV, as this is often a point of
confusion. Success will be measured by the consistency of POV in the Day 4 writing task.