GRADE 9-ENGLISH

SEMI-DETAILED LESSON PLAN

QUARTER: FIRST DATE: MAY 24, 2023

GRADE LEVEL: 9 LEARNING AREA: ENGLISH

PROGRAM STANDARD

The learner demonstrates communicative competence through his/ her understanding of

literature and other texts types for a deeper appreciation of Philippine Culture and those of
other countries.

CONTENT STANDARD

The learner demonstrates understanding of how Anglo-American literature and other text types
serve as means of enhancing the self; also how to use processing, assessing, summarizing
information, word derivation and formation strategies, appropriate word order, punctuation
marks and interjections to enable him/her to participate actively in a speech choir.

I. Objectives: At the end of the lesson, the learners should be able to

a. Distinguish the different type of poetry
b. Identify the features of poetry
c. Compose an original poem using Padlet application

II. Subject Matter:

Competency: Identify types and features of poetry EN9WC-Ig-9-1
References: Curriculum Guide page 203
https://www.youtube.com/watch?v=lEkEOeckXEA

Materials: Instructional materials

Technology Integration: Padlet

III. Procedure:

A. Preliminaries
Opening Prayer Setting Classroom Standard
Greetings Passing Of Assignments
Checking of Attendance Review Previous Lesson
Review Previous Lesson
 B. Motivation

Message Relay. The teacher will facilitate a game in the class called message relay. The teacher
will divide the class into 4 groups. The first person in the line will be the first to read the message and
relay it to the next person, and so on and so forth; just be sure there is no shortcut in laying the
message out. The last person will write the message on the board.

Assigned passage: 

1st group: "Homes can be trailers. Homes can be boats.”   

 2nd group: "Homes are the place where you hang your coat.”   

3rd group: “Homes are apartment and mansions and tents” 

4th group: “Homes can be wooden, stone, or cement.

Process Questions

1. Class, did you enjoy the game?

2. What can you say about the passage?

Unlocking Difficulties

Before the teacher will proceed to the main discussion, the teacher will asked the students some
questions to assess their familiarity of the lesson for the day.

With the help of the given clues. The students will choose the correct word and paste it opposite to
the statement.

1. Producing a strong or clear impression on the senses. 

2. The words or phrases that are used don't have a literal meaning.  

3. They are essential tools that a poet uses to create rhythm, enhance a poem's meaning, or intensify a
mood or feeling.
4. A group of lines forming the basic recurring metrical unit in a poem. 

5.   Describing or classifying in an objective and nonjudgmental way. 

6.  A category of artistic composition, as in music or literature, characterized by similarities in form,

style, or subject matter.

7.  May simply be a writer of poetry or may perform their art to an audience.

 8.  Make an idea, impression, or feeling known or understandable to someone. 

9. Is formally a single metrical line in a poetic composition? 

10. A work of a writer or a piece of writing

  

VIVID FIGURATIVE LANGUAGE POETIC DEVICES

STANZA DESCRIPTIVE GENRE

POET CONVEY VERSE

LITERARY PIECE

C. Presentation of the Lesson Objectives and the lesson

The teacher will show a scrambled word to the board and the students will arrange them to
reveal the lesson for the day.

1. stpey fo rypteo 1. Types of Poetry

2. vetiarnar 2. Narrative
3. tmadrcia 3. dramatic
4. Mckelrii 4. Limerick
5. Geely 5. Elegy
6. laropsta meop 6. Pastoral Poem
7. Llabad 7. Ballad
8. Rycil 8. Lyric
9. Uiakh 9. Haiku
10. Nottes 10. Sonnet

D. Lesson Proper
The teacher will link the topic to the lesson proper. The students will be watching a youtube video
that contains a sample poem. To assess students’ learning of the lesson, the teacher will ask students
their insights and major key takeaways from the discussion through oral recitation.

CONTENTS………..

E. APPLICATION

The teacher will ask the student to create graphic organizer:

Group Activity
Vocabulary Graphic Organizer. Create a five vocabulary organizer that contains to the types and
features of poetry. Write whether it’s a type or a feature, its definition and give an example with an
author.

F. GENERALIZATION

The students will share what they have learned from the discussions.

G. EVALUATION

The teacher will ask the students to create their original poem based on their desired type of poetry
and post it on Padlet. Link will be given through messenger.

Rubric

BEGINNING DEVELOPING ACCOMPLISHED EXEMPLARY SCORE

1 2 3 4

The structure is
intentional and
The structure is
Overall poem lacks elements flow
Structure somewhat intentional and
coherence and seamlessly
Form contributes to elements flow
message is together to
meaning. Poem is together to enhance
unclear. Poem is enhance
not fully developed meaning of message.
not complete. meaning of
Poem is complete.
message. Poem
is complete.
Writer's unique Writer's unique Writer’s unique Writer's distinct
perspective is not perspective is perspective is evident; and unique
Originality evident and somewhat evident. a creative and perspective is
approach seems Approach lacks innovative approach very evident; a
clichéd and /or imagination. grabs reader. highly creative
 and innovative
uninteresting.
approach grabs
reader.
Effectively uses
poetic
Uses some poetic
Poetic Uses few poetic Uses poetic techniques such
Techniques such as
Techniques such techniques such as as figurative
Techniques figurative language
as figurative figurative language to language to
(elements) language.
to reinforce a
reinforce a theme. reinforce a
theme.
theme.

Has grade-level
Has mainly grade
May contain Appropriate
May contain many level
Language frequent and spelling,
errors in spelling, Appropriate spelling,
Conventions numerous errors in grammar, and
grammar, and/or grammar, and
spelling, grammar, punctuation;
(spelling, punctuation that punctuation; contains
and punctuation contains few, if
grammar, that interferes with
may interfere with some errors that do
any, errors that
punctuation) the reader’s not interfere with the
the reader’s do not interfere
understanding. reader’s
understanding. with the reader’s
understanding.
understanding.

The poem
contains many
The poem contains
There is little The poem contains a creative details
a few creative
evidence of few creative details and/or
details and/or
creativity in the and/or descriptions descriptions that
descriptions, but
Creativity poem. The author that contribute to the contribute to the
they distract from
does not seem to reader's enjoyment. reader's
the poem. The
have used much The author has used enjoyment. The
author has tried to
imagination. his imagination. author has really
use his imagination.
used his
imagination
TOTAL: