Quezon City High School

SY. 2018-2019

Learning Plan in Literature: Short Story

March 1, 2019

I. Objective: In this lesson, the students are expected to:

A. Recognize O. Henry’s trademark of ending a story through recalling the parts of a story plot.
B. Display understanding of the short story by answering the multi-level questions.
C. Create a song / jingle / script which emphasize the true meaning of love depicted in the
reading text.
D. Reflect on the significance of love and service through participating actively in group tasks.
II. Subject Matter: Recognizing the Parts of Plot
Text: A Service of Love by O. Henry
Reference: Exploring Life through English and American Literature.
Materials: Power point Presentation, Music Clip, Hand-Outs
III. Procedure:
A. Class Routine
1. Checking of classroom conditions
2. Checking of attendance
3. Checking of assignment

B. Recall
The teacher will ask the students to recall the parts of a story PLOT.

Lesson Proper
1. Preparatory Activities
a. Motivation
The teacher will play a music clip for the students with its lyrics projected

through an LCD Projector.

Directions: Listen to the music clip and write down the lines that inspires you most.
Write your answer in a 1/8 sheet of paper and explain in the class why those lines
catch your attention. What are the feelings expressed by the lyrics?

b. Vocabulary Building
Direction: Choose the correct vocabulary word in the pool of words on the board.

Make a wide guess and match the correct vocabulary to its meaning.

POOL OF WORDS
CLUES / SHORT MEANINGS
Enamoredto someone;
1. To be excessively fascinated PremiseFlat
to inflame with love.
2. Also called as an apartment.
Magister Gauze Atelier
3. A proposition for a conclusion;
Hotel a hypothesis; it sounds like the word “promise”.
4. a very thin, light cloth used for making clothing and for covering cuts in the skin:
5. a title or form of address given to scholars, especially those qualified to teach.
6. a workshop or studio, especially one used by an artist or designer.conclusion; it sounds like

the word “promise”.

 About the Author

 William Sydney Porter

 Also Known as,O. Henry
 Born in Greensboro, North Carolina
 Best known for his simple and familiar characters and
plot structure which ends in an unexpected twist which
has become his trademark

2. Discussion
The teacher will hand out photocopy of the story; while they’re reading, an audio clip of

the story will be played as well. The teacher will also pose motive questions before they

start reading the story.

The story will be chunked in five parts and the teacher will pose some comprehensive

question/s after each chunk. The teacher will pause the audio clip as a signal for the

student to stop reading for a while and answer the comprehensive questions. After

which, the motive questions will be answered.

Motive Question:
1. Are you willing to give up something precious to you for the sake of the person you

love?
2. What are the things that the couple is able to sacrifice to prove their love to each

other?
3. Is the premise proven to be incorrect?

a. Presentation and Discussion

1st Chunk

A Service of Love

By O. Henry
When one loves one's Art no service seems too hard.
That is our premise. This story shall draw a conclusion from it, and show at the same time that the premise is incorrect. That will be a new thing in logic, and a feat in
story-telling somewhat older than the great wall of China.
Joe Larrabee came out of the post-oak flats of the Middle West pulsing with a genius for pictorial art. At six he drew a picture of the town pump with a prominent
citizen passing it hastily. This effort was framed and hung in the drug store window by the side of the ear of corn with an uneven number of rows. At twenty he left for
New York with a flowing necktie and a capital tied up somewhat closer.
Delia Caruthers did things in six octaves so promisingly in a pine-tree village in the South that her relatives chipped in enough in her chip hat for her to go "North" and
"finish." They could not see her f—, but that is our story.
Joe and Delia met in an atelier where a number of art and music students had gathered to discuss chiaroscuro, Wagner, music, Rembrandt's works, pictures,
Waldteufel, wall paper, Chopin and Oolong.
Joe and Delia became enamoured one of the other, or each of the other, as you please, and in a short time were married—for (see above), when one loves one's Art no
service seems too hard.
Mr. and Mrs. Larrabee began housekeeping in a flat. It was a lonesome flat—something like the A sharp way down at the left-hand end of the keyboard. And they were
happy; for they had their Art, and they had each other. And my advice to the rich young man would be—sell all thou hast, and give it to the poor—janitor for the
privilege of living in a flat with your Art and your Delia.
Flat-dwellers shall indorse my dictum that theirs is the only true happiness. If a home is happy it cannot fit too close—let the dresser collapse and become a billiard
table; let the mantel turn to a rowing machine, the escritoire to a spare bedchamber, the washstand to an upright piano; let the four walls come together, if they will, so
you and your Delia are between. But if home be the other kind, let it be wide and long—enter you at the Golden Gate, hang your hat on Hatteras, your cape on Cape
Horn and go out by the Labrador.
Joe was painting in the class of the great Magister—you know his fame. His fees are high; his lessons are light—his high-lights have brought him renown. Delia was
studying under Rosenstock—you know his repute as a disturber of the piano keys.
They were mighty happy as long as their money lasted. So is every—but I will not be cynical. Their aims were very clear and defined. Joe was to become capable very
soon of turning out pictures that old gentlemen with thin side-whiskers and thick pocketbooks would sandbag one another in his studio for the privilege of buying.
Delia was to become familiar and then contemptuous with Music, so that when she saw the orchestra seats and boxes unsold she could have sore throat and lobster in
a private dining-room and refuse to go on the stage.
But the best, in my opinion, was the home life in the little flat—the ardent, voluble chats after the day's study; the cozy dinners and fresh, light breakfasts; the
interchange of ambitions—ambitions interwoven each with the other's or else inconsiderable—the mutual help and inspiration; and—overlook my artlessness—stuffed
olives and cheese sandwiches at 11 p.m.

Comprehension Questions
 How did the author start the story?
 What common personalities do the characters have? Difference?
 Do the characters have enough money to go North? Why did they go there?
 What happened when Joe and Delia met each other?
 How is their best moment described by the author? Do you agree that it’s indeed best? Why?

2nd Chunk

But after a while Art flagged. It sometimes does, even if some switchman doesn't flag it. Everything going out and nothing coming in, as the vulgarians say. Money was
lacking to pay Mr. Magister and Herr Rosenstock their prices. When one loves one's Art no service seems too hard. So, Delia said she must give music lessons to keep
the chafing dish bubbling.
For two or three days she went out canvassing for pupils. One evening she came home elated.
"Joe, dear," she said, gleefully, "I've a pupil. And, oh, the loveliest people! General—General A. B. Pinkney's daughter—on Seventy-first street. Such a splendid house,
Joe—you ought to see the front door! Byzantine I think you would call it. And inside! Oh, Joe, I never saw anything like it before.
"My pupil is his daughter Clementina. I dearly love her already. She's a delicate thing—dresses always in white; and the sweetest, simplest manners! Only eighteen
years old. I'm to give three lessons a week; and, just think, Joe! $5 a lesson. I don't mind it a bit; for when I get two or three more pupils I can resume my lessons with
Herr Rosenstock. Now, smooth out that wrinkle between your brows, dear, and let's have a nice supper."
"That's all right for you, Dele," said Joe, attacking a can of peas with a carving knife and a hatchet, "but how about me? Do you think I'm going to let you hustle for
wages while I philander in the regions of high art? Not by the bones of Benvenuto Cellini! I guess I can sell papers or lay cobblestones, and bring in a dollar or two."
Delia came and hung about his neck.
"Joe, dear, you are silly. You must keep on at your studies. It is not as if I had quit my music and gone to work at something else. While I teach I learn. I am always with
my music. And we can live as happily as millionaires on $15 a week. You mustn't think of leaving Mr. Magister."
"All right," said Joe, reaching for the blue scalloped vegetable dish. "But I hate for you to be giving lessons. It isn't Art. But you're a trump and a dear to do it."
"When one loves one's Art no service seems too hard," said Delia.
"Magister praised the sky in that sketch I made in the park," said Joe. "And Tinkle gave me permission to hang two of them in his window. I may sell one if the right
kind of a moneyed idiot sees them." "I'm sure you will," said Delia, sweetly. "And now let's be thankful for Gen. Pinkney and this veal roast."

Comprehension Questions
 What particular struggle is the couple facing?
 From that financial struggle, what solution did the couple have to remedy the problem?
 If you’re Delia, are you going to do the same thing to support your husband?
 Do you like the Idea of Delia, getting to work while Joe continues his studies with the Magister? Why yes/no?

3rd Chunk

During all of the next week the Larrabees had an early breakfast. Joe was enthusiastic about some morning-effect sketches he was doing in Central Park, and Delia
packed him off breakfasted, coddled, praised and kissed at 7 o'clock. Art is an engaging mistress. It was most times 7 o'clock when he returned in the evening.
At the end of the week Delia, sweetly proud but languid, triumphantly tossed three five-dollar bills on the 8×10 (inches) centre table of the 8×10 (feet) flat parlour.
"Sometimes," she said, a little wearily, "Clementina tries me. I'm afraid she doesn't practise enough, and I have to tell her the same things so often. And then she
always dresses entirely in white, and that does get monotonous. But Gen. Pinkney is the dearest old man! I wish you could know him, Joe. He comes in sometimes
when I am with Clementina at the piano—he is a widower, you know—and stands there pulling his white goatee. 'And how are the semiquavers and the
demisemiquavers progressing?' he always asks.
"I wish you could see the wainscoting in that drawing-room, Joe! And those Astrakhan rug portières. And Clementina has such a funny little cough. I hope she is
stronger than she looks. Oh, I really am getting attached to her, she is so gentle and high bred. Gen. Pinkney's brother was once Minister to Bolivia."
And then Joe, with the air of a Monte Cristo, drew forth a ten, a five, a two and a one—all legal tender notes—and laid them beside Delia's earnings.
"Sold that watercolour of the obelisk to a man from Peoria," he announced overwhelmingly.
"Don't joke with me," said Delia, "not from Peoria!"
"All the way. I wish you could see him, Dele. Fat man with a woollen muffler and a quill toothpick. He saw the sketch in Tinkle's window and thought it was a windmill
at first. He was game, though, and bought it anyhow. He ordered another—an oil sketch of the Lackawanna freight depot—to take back with him. Music lessons! Oh, I
guess Art is still in it."
"I'm so glad you've kept on," said Delia, heartily. "You're bound to win, dear. Thirty-three dollars! We never had so much to spend before. We'll have oysters to-night."
"And filet mignon with champignons," said Joe. "Where is the olive fork?"
On the next Saturday evening Joe reached home first. He spread his $18 on the parlour table and washed what seemed to be a great deal of dark paint from his hands.

Comprehension Questions
 How many hours does Joe spend working on his painting/s?
 How does Joe able to make some money?
 Do they really enjoy what they’re doing? Why yes/no? Explain your answer.

4th Chunk

Half an hour later Delia arrived, her right hand tied up in a shapeless bundle of wraps and bandages.
"How is this?" asked Joe after the usual greetings. Delia laughed, but not very joyously.
"Clementina," she explained, "insisted upon a Welsh rabbit after her lesson. She is such a queer girl. Welsh rabbits at 5 in the afternoon. The General was there. You
should have seen him run for the chafing dish, Joe, just as if there wasn't a servant in the house. I know Clementina isn't in good health; she is so nervous. In serving
the rabbit she spilled a great lot of it, boiling hot, over my hand and wrist. It hurt awfully, Joe. And the dear girl was so sorry! But Gen. Pinkney!—Joe, that old man
nearly went distracted. He rushed downstairs and sent somebody—they said the furnace man or somebody in the basement—out to a drug store for some oil and
things to bind it up with. It doesn't hurt so much now."
"What's this?" asked Joe, taking the hand tenderly and pulling at some white strands beneath the bandages.
"It's something soft," said Delia, "that had oil on it. Oh, Joe, did you sell another sketch?" She had seen the money on the table.
"Did I?" said Joe; "just ask the man from Peoria. He got his depot to-day, and he isn't sure but he thinks he wants another parkscape and a view on the Hudson. What
time this afternoon did you burn your hand, Dele?"
"Five o'clock, I think," said Dele, plaintively. "The iron—I mean the rabbit came off the fire about that time. You ought to have seen Gen. Pinkney, Joe, when—"
"Sit down here a moment, Dele," said Joe. He drew her to the couch, sat beside her and put his arm across her shoulders.
"What have you been doing for the last two weeks, Dele?" he asked.
She braved it for a moment or two with an eye full of love and stubbornness, and murmured a phrase or two vaguely of Gen. Pinkney; but at length down went her
head and out came the truth and tears.

Comprehension Questions
 Upon Delia’s arrival, why wasn’t she very joyous?
 When Joe observed the bandages that his wife has, what did he notice?
 Why do you think Delia cries when Joe asked what has she been doing for the past four weeks?

5th Chunk

"I couldn't get any pupils," she confessed. "And I couldn't bear to have you give up your lessons; and I got a place ironing shirts in that big Twenty-
fourth street laundry. And I think I did very well to make up both General Pinkney and Clementina, don't you, Joe? And when a girl in the laundry set
down a hot iron on my hand this afternoon I was all the way home making up that story about the Welsh rabbit. You're not angry, are you, Joe? And
if I hadn't got the work you mightn't have sold your sketches to that man from Peoria."
"He wasn't from Peoria," said Joe, slowly.
"Well, it doesn't matter where he was from. How clever you are, Joe—and—kiss me, Joe—and what made you ever suspect that I wasn't giving
music lessons to Clementina?"
"I didn't," said Joe, "until to-night. And I wouldn't have then, only I sent up this cotton waste and oil from the engine-room this afternoon for a girl
upstairs who had her hand burned with a smoothing-iron. I've been firing the engine in that laundry for the last two weeks."
"And then you didn't—"
"My purchaser from Peoria," said Joe, "and Gen. Pinkney are both creations of the same art—but you wouldn't call it either painting or music."
And then they both laughed, and Joe began:
"When one loves one's Art no service seems—"
But Delia stopped him with her hand on his lips. "No," she said—"just 'When one loves.'

 What has been revealed in this part of the story?

 Is there any trace of anger between the couple when the truth about their jobs has been revealed? What’s their initial reaction upon knowing that both
committed lies?
 If you/’ll have a partner, would you also commit the same lies to refrain your partner from worrying?
 What does Joe mean with the “same-art” that they have when he pertained to the purchaser from Peoria and Gen. Pinkney?
 Why did Delia exhibits disapproval when Joe is trying to mention again the “premise”? How did she change the statement of this proposition?

3. Post Reading Activities

a. Literary Skill
Short Story Plot Analysis
 Direction: Analyze the story using the plot analysis chart. Anyone from the class can

choose a cue card (presented on the board) pertaining to a specific part of the story

that matches correctly with the parts of the plot.

A Service of Love
Plot Analysis

Climax
(Unexpected Accident)

Rising Action Falling Action

(Proofs of Service) (The Revelation)

Exposition Denouement
(Acceptance and
(Commencement of Love )
Realization)

Completed Activity:

A Service of Love
Plot Analysis

Climax
(Unexpected Accident)

Here, Joe and Delia were both able to make some

money, however, one day, Delia has injured her hand
and then Joe became suspicious onto the job his wife is
engaging in.

Rising Action Falling Action

(Proofs of Service) This part highlights the financial struggle of The twist has revealed. The couples confessed (The Confession)
the truth behind their Jobs and found out that
the couple where Delia gave up her lessons
they were both working for the same company
and start finding a pupil while Joe
without knowing it.
continues studying.

The couple accepted the fact that they both lied to each
It is the introduction of the story and the part other however, that made their relationship even sweeter,
that shows how Delia and Joe met each other upon the realization that both of them are willing to give up
and ended up being together. something for the sake of each other. And that’s the art of
Exposition loving. Denouement
(Acceptance and
(Commencement of Love )
Realization)

b. Enrichment Activities
Activity: Group the students into three groups. Each group will present different

activities. They will present each activity in the class after 15 minutes.
Total of 25 points.
Group 1: Choose a song that best suits the story and sing it in front of the class in
your most creative way. After which, explain why did you pick that song.
 Group 2: Your group has to create a short role-playing showing the Climax of the
story “ A Service of Love”

Group 3: Create a short love story highlighting love and sacrifices and have a short
skit presented in front of the class.

RUBRICS

CRITERIA RATING

CONTENT 10

CREATIVITY 10

COOPERATION 5

c. Valuing
True love manifests itself through sacrifices. And honesty in a relationship

strengthens trust in each other. From this value that we can get from the story,

ponder on the following question

1. What type of sacrifices can you do to prove your love to your; family, friends and

lover?
2. Are you going to consider committing white lies to cover up something that might

worry your partner?

4. Assignment
( No homework is given on Fridays)