School Manito NHS Grade Level Grade 9

Teacher KARLO REY A. BUNOS Learning Area ENGLISH

Subject Teacher & Quarter 4TH Quarter
Schedule FRIDAY Time ICL
Date: ROSE 7:15-9:15 7:15-8:15
February 22, 2018

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of how Anglo-American literature
serves as a means of understanding unchanging values in a changing world
through relating text content to greater social issues, concerns, or
dispositions in real life; using features of a full-length play; and grammatical
constructions that enhance quality of written and oral expression.
B. Performance Standard The learner transfers learning by composing a play review and performing in
a full-length play with appropriate and creative use of dramatic conventions,
multi-media resources, and verbal and non-verbal strategies.
C. Learning - EN8LT-Ia-14.1: Identify the distinguishing features of notable Anglo
Competencies/Objectives American lyric poetry, songs, POEMS, sermons, and allegories

- Strategies to be used:
1. Indirect Method
2. Deductive Method
II. CONTENT  Structural forms of a poetry
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material A journey through Anglo-American Literature, page 430
pages
3. Textbook pages
4. Additional Material
from Learning Resource (LR)
Portal
B. Other Learning Resources  Visual aids, Internet (Structural forms of a poetry)
IV. PROCEDURES Teacher’s Activity Student’s Activity
A. Reviewing previous Good morning class! Good morning sir!
lesson or presenting the How are you today? We are good sir.
new lesson. That’s good!
Are you ready for our topic for today? Yes sir!
In your previous grades, you were already
taught of what a poem or poetry is.
However, do you know the names of its Okay sir,
parts? Let us analyse this poem.
Instruction: Read the poem silently. Run! Run! You wasted the gift
Each part of the poem is highlighted of a of your creator!
different color. Tell me if you are ready - This is called a line.
and we will proceed in identifying those
parts by putting in a strip of paper on the Oh please! Please…please…
part of the poem. Oh thee, spare me my dearest
Run! Run! You wasted the gift of your miss
creator! Spare me and give me peace
You devoured me limb by limb! Spare me! Spare me at your
I had given you food, shelter, and all the deepest pissed.
favor Yes! I’m glutton! I’m greedy!
That you! HUMAN race needs. An imp! But please have mercy. Mercy!
And what? You slaughtered me! - This is called a stanza
And now? I’m dying because of thee!
 Creator, Favor
Oh please! Please…please… Limb, Imp
Oh thee, spare me my dearest miss Me, Thee
Spare me and give me peace Please, Miss, Peace, Pissed
Spare me! Spare me at your deepest Greedy, Mercy
pissed. - This is called rhyme
Yes! I’m glutton! I’m greedy!
But please have mercy. Mercy!

B. Establishing a purpose for Today, we will identify the distinguishing Okay sir.
the lesson features of notable Anglo American lyric
poetry, songs, POEMS, sermons, and
allegories
C. Presenting Examples/ Based from the given example a while
instances of the new lesson ago, answer the activity below. Fill in the
box below by choosing your answer on
the box. Write your answer in your
notebook. After, we will check your work. 1. line
Stanza Rhyme Line 2. stanza
3. rhyme
1. ___________ is a group of words
within a stanza.
2. ___________ is a group of lines
composed of at least two or more
lines.
3. __________ is a repetition of
similar sounding words occurring
at the end.

D. Discussing new concepts Since we have defined already the three

and practicing new skills #1 basic distinguishing features of a poem,
let’s have another activity.
Instruction: Answer the following
questions based from the excerpt of the
poem “Bad Side” – anonymous author.

Servant, servant, servant! 1. 2 stanzas

Fraudulent is the dominant! 2. Each stanza is
Plotter, deceiver, swindler! composed of 8 lines.
Yeah, yeah, the schemer! 3. Servant, servant, servant!
Money, many, money! Fraudulent is the dominant!
Currency is the hobby! Plotter, deceiver, swindler!
Wealthy, healthy, happy! Yeah, yeah, the schemer!
Yeah, yeah, the political body! Money, many, money!
Currency is the hobby!
Treater, traitor, treater! Wealthy, healthy, happy!
Compensation is the matter! Yeah, yeah, the political body!
Saving, killing, choosing!
Yeah, yeah, the curing! Treater, traitor, treater!
Remedial, critical, pivotal! Compensation is the matter!
Financial is the very vital! Saving, killing, choosing!
Instrumental, surgical, clinical! Yeah, yeah, the curing!
Yeah, Yeah, the operational! Remedial, critical, pivotal!
Questions: Financial is the very vital!
1. How many stanzas does the poem Instrumental, surgical, clinical!
consist? Point it out on the board. Yeah, Yeah, the operational!
2. With each stanza, how many lines
 does the poem consist? Count it
out on the board.
3. For each stanza, determine the
words that rhymed by simply
underlining them.

E. Discussing new concepts

and practicing new skills #2
F. Developing mastery Orally, let us answer this activity.
(Leads to Formative Direction: Identify the three distinguishing
Assessment 3) features of the poem Dreams Deferred by
Langston Hughes. Encircle the line, put in
a box the stanza, and underline the
rhyme.

Dreams Deferred Dreams Deferred

by Langston Hughes by Langston Hughes
What happens to a dream deferred?
What happens to a dream
Does it dry up? deferred?
Like a raisin in the sun?
Or fester like a sore- Does it dry up?
And then run? Like a raisin in the sun?
Does it stink like a rotten meat? Or fester like a sore-
Or crust and sugar over- And then run?
Like a syrupy sweet? Does it stink like a rotten meat?
Or crust and sugar over-
Maybe it just sags Like a syrupy sweet?
Like a heavy load
Maybe it just sags
Or does it explode? Like a heavy load

Or does it explode?

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations Before we proceed to your last activity, let
and abstractions about the us do this “Continue-Me Game”.
lesson Instruction: Simply continue the phrase by
adding in your thoughts.
Today I have learned that the
Today I have learned three basic structural forms of
that………………………….. poetry are line, stanza, and
Very good! rhyme.
I. Evaluating learning In ½ crosswise, answer the activity.
Direction: Fill-in the checklist below with
the information that is found in the poem.

ON THE BRINK OF LIFE AND DEATH

In the night where dew falls
I heard a man groaning in the walls
Heavy as gravity, his bosom swells
Fainted as he looks, his composure knells.

To a corner where he sat 1. 5 stanzas

The stars and the moon witnessed his 2. 4 lines each stanza
fright 3. 1st stanza:
 Sounds of unknown bashing and smashing - falls, walls
his might - swells, knells
He seems like a slave who has no right to 2nd stanza
fight. - fright, might, fight
3rd stanza
In the serenity of the room - room, doom, loom,
He is a blurred vision of darkness’s doom soon
Never been noticed his physical loom 4th stanza
Never heard, never felt, and leaving soon. - life, rife, knife, life
5th stanza
This world owes him his joyous life - dew, few, hue, knew
And never seen bliss of time in rife
Only a dagger resembling a sharp knife
That could help him to depart his life.

And in the ambiance of falling dew

He knew a new life but awaits to few
He heard the sound of silence in his
colorless hue
And died in the stillness of the room
where he was knew.

_______ 1. How many stanza does the

poem consist?
_______ 2. How many lines per stanza
does the poem consist?
3. What are the words that rhyme? Write
them per stanza.

J. Additional activities for

application or remediation
K. Assignment  Study word meanings
 In the poem “A Time to Talk” by Robert Frost, identify the words that
are unfamiliar and find their meaning.

REMARKS:
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MARGINAL NOTE:
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Prepared by: Checked by: Noted by:

KARLO REY BUNOS CHRISTIAN B. DADO SHIRLEY D. SATUITO

Student Teacher Cooperating Teacher SS P II