DETAILED LESSON PLAN

School Santiago City National High School Grade Level 9

Teacher Elysa B. Micu Learning Area English
Time & Quarter 2nd Quarter
Dates

I. OBJECTIVES
Students will be able to: a. Recognize the selection “How do I love thee?” and its author
b. Infer the message of the selection using Focusing Inquiry
c. Write a poetry for someone you love
A. Performance Standards The learner actively participates in a speech choir through using
effective verbal and non-verbal strategies based on the following
criteria: Focus, Voice, Delivery, Facial Expressions, Body
Movements/ Gestures and Audience Contact.
B. Learning Competencies EN9LT-IIa-15: Analyze literature as a means of valuing other
people and their various circumstances in life
N9WC-IIe-10: Distinguish the features present in poetry and in
prose.
EN9WC-IIf-9: Compose forms of literary writing.
II. SUBJECT MATTER
a. Topic: “How do I love Thee?” by Elizabeth B. Browning
b. Reference: CO_Q2_English9_Module 1/ Houghton, Eve. "How do I
love thee? Let me count the ways (Sonnets from the Portuguese
43)." LitCharts. LitCharts LLC, 8 May 2019. Web. 22 Apr 2020.
c. Learning Materials Power point Presentation, Laptop, Chart
d. Valuing True love is depicted as long-lasting and even eternal. However,
the poem also reveals a tension between love as an attachment to
earthly life and the things of this world, and love as something that
transcends life on earth.
PRELIMINARY ACTIVITIES STUDENTS’ ACTIVITY
A. Motivation

Before we start with our discussion, I want

you to answer this question.
Have you ever said to your crush that you
love him or her? Or Have you confess your
love to the person that you like? Yes Ma’am!

Okay!

Sige nga, try to tell that story, How did you

do it? Ma’am afcourse I dressed nicely. And I sung her a
song (Hinarana)

Okay! So what can you think about our Ma’am I asked her to go out, and after that I confess
lesson today? my feelings to her
 Yes, our lesson today has something to do Our lesson today is all about love.
about love.

B. Unlocking of the difficulties

A. distance from side to side
Match the words on the left with their B. to express a favorable judgment or to glorify
definitions on the right by placing the letter especially by the attribution of perfections
before the definition on the line next to
each word. C. a part that is far from the outside or surface

1. ____Depth D. to struggle in opposition

2. ____Breadth E. a cause of such suffering
3. ____Praise
4. ____Griefs
5. ____Strive

C. Presentation of the Lesson

In this lesson, learners must be able to:
Let’s all read.

a. Recognize the selection “How do I love thee?” and

its author
b. Infer the message of the selection using Focusing
Inquiry
c. Write a poetry for someone you love
At this lesson, we will read, comprehend
and analyse one of the non-fiction
literature regarding on the love of
Elizabeth Barrett Browning to her
husband.
D. Background of the Author
Elizabeth Barrett Browning was born on
March 6, 1806, at Coxhoe Hall, Durham,
England. She was the oldest of 12
children, and her family made their
fortune from Jamaican sugar plantations.
Educated at home, Barrett was a
precocious reader and writer.
At age 14, Barrett developed a lung illness
that required her to take morphine for the
rest of her life, and the following year, she
suffered a spinal injury that would serve as
another setback. Despite her health issues,
Barrett lived the literary life to the fullest,
teaching herself Hebrew, studying Greek
culture and publishing her first book in
1820, The Battle of Marathon, which her
father bound and released privately.
 In 1826, she (anonymously) published the
collection An Essay on Mind and Other
Poems, which became a touchstone in her
writing career.

E. Discussion

One of Elizabeth Barett Browning famous

poem is “How Do I Love Thee?”.It’s also
known as SONNET 43. Elizabeth Barrett
Browning write this poem for her husband
Robert Browning in 1850. The author
enumerated the ways she can love her
husband, Robert Browning, the one who is
being referred to by the word “thee”

But before we read the selection, I would

also like to present to you the guide
questions.

So, these are the guide questions that

you’re going to answer later on after we’re
done reading the poem.
1. Who is the presumed speaker in the poem?
2. Who is the presumed subject of the poem?
3. What is the poem all about?
4. How does the Elizabeth present her love in the
poem?
Now, I will first read the poem, and then I 5. What is the speaker like?
will let you read it again in your own.

(Teachers will read the poem and students

will follow silently)

Then, Students would re-read the poem

aloud afterwards.
 After we finished reading the poem. Now,
these are the guide questions you need to
answer to check if you understand the
reading selection

Who is the presumed speaker in the poem? The poetess Elizabeth Barett Browning herself.

Who is the presumed subject of the poem? Ma’am, Her husband, the famous poet Robert
Browning.

Okay! You’re right. The poem is all about the love of Elizabeth Browning
And, What is the poem all about? to her husband.

Okay! Very good.

How does the Elizabeth present her love in Ma’am, In Sonnet 43, Elizabeth Browning conveys
the poem? her love for her husband, Robert Browning by saying
that it is immeasurable and boundless; by suggesting
that the reach of her soul is limitless, so is her love for
Robert.
Amazing answer! Thank you.
What else? Ma’am she was so in love with him that it transcends
reasons, both physical and spiritual.
Okay! Very good.

What is the speaker like?

The speaker is amorous, confident and spiritual or
religious in faith.
Excellent! Now, Let’s try to examine the
poetry.

Barett-Browning expressed her love to her

husband in this poem. She was
so in love with him that it transcends
 reasons, both physical and spiritual.
She loves him so much to compare it to her
most essential needs through
day and night which in this case, is oxygen.

Reading this and knowing how

Elizabeth compared Robert o oxygen, I
remember about the Teen Fiction
“She’s Dating the Gangster” where Kenji
expressed her love to Athena by
saying “I can’t breathe.” After teasing her
that Athena sounds like she’ll run
out of oxygen just by saying “I love you.” To
Kenji

The depth of Elizabeth's love for Robert is

something surpasses the idea of
a physical world. As I have understood it,
she loves him with all her heart,
body, and soul that even when her physical
body disintegrates into a soul,
she will still love him.

F. Application Group 1 Intrapersonal: Come up with a slogan as

an answer to the title of the poem.
Group Work Activity
Group 2 Linguistic: Present an acrostic about the
Showing appreciation of the poem through important lessons you gained from the message of
a display of Multiple Intelligence's. the poem using the author’s name ELIZABETH

Task Instructions: Group 3 Interpersonal: Simulate a counselling

session with the teenagers regarding the ways of
1. Form 5 groups expressing love towards the opposite gender to
2. Choose a rapporteur and a scribe. avoid early marriage.
3. Brainstorm on the task given to your
Group 4 Existential: Write an ecumenical prayer for
group.
every lover in this world.
4. Present your output after 10 minutes.
5. Use this rubric in assessing your Group 5 Music: Sing the poem to the tune of any
output song you want.
Logical presentation of concept 15
Clarity of ideas 10
Use of the language 10
Message and Impact 15
50

G. Valuing

After reading the story and answering the

guide questions, let’s have a sharing in
 order for you to understand and appreciate
the true essence of self-trust and the
importance of achieving our goals.

Why do you think the author wrote this

poem? What purpose was she trying to
achieve?

Amazing answer!

What can you say about the topic that we

have discuss today?
For me, the author wrote this poem for us to be
inspired and learn that not only by showing
affection and giving is the best way to show that we
love someone. Which is through writing also, we
can express more our feelings and emotions
through writing.

Coming this far after reading, analyzing,

interpreting Elizabeth Barrett-Browning’s How Do I
Love Thee? I have come to realize some things as
much as I have learned them: 1. Sonnets are
beautiful, regardless of their form

Literary interpretation and criticism is more than

just taking a look at the technical side of the poem,
but more on how I have understood the poem itself
regardless of the author’s intention and the
Thank you so much for your answers. You
background of the poem.
see, critiquing a literary piece is no easy
feat. Interpreting it is much harder work.
But even if that’s the case, there is no
mistake that there is beauty in criticizing
and interpreting text.

Reading interpretations will let you see the

texts in different point of views, they may
be same as yours, they may be far different
than yours, but what matters is, we all
appreciate the piece written by the author
with all their heart.
H. Evaluation

For this activity, I want you to create a

poem about someone that you love. Your
poem has a minimum of three stanzas and
maximum of 5 stanzas.
You can use any types of poem: free verse
You will be graded by these following
criteria:

Content 20%
Choice of words (vocabulary) 20%
Relevance to the topic 20%
Expressiveness 40%
Total: 100%

Prepared by:

ELYSA B. MICU
Student Teacher

Checked by:

ANGELINE O. MONDALA, LPT

Teacher III