Republic of the Philippines

Department of Education
Region V Bicol
Division of City Schools
RAWIS NATIONAL HIGH SCHOOL
Rawis, Bacon District, Sorsogon City
S.Y. 2022-2023

April 13, 2023

10:00 am to 11:00 am – Grade 10 Contentment

DETAILED LESSON PLAN IN ENGLISH 10

I. Objectives
At the end of the one-hour lecture, 75% of the students are expected to:
1. Analyze a poem using historical lens
2. Demonstrate understanding of the text by answering the questions correctly
3. Perform varied tasks with teamwork and creativity
II. Content
Topic: Richard Cory
Values Integration: Have better understanding of things and be warry of judging others.
III. Learning Resources
a. References
1. Teacher’s Curriculum Guide, page 230
2. Most Essential Learning Competency, page 141
3. Learning Activity Sheet in English 10 (Worksheet #7, Quarter 3)
b. OTHER LEARNING RESOURCES
1. PowerPoint Presentation
2. Art materials, Speaker, and Handouts
IV. Procedure
Teacher’s Activity Student’s Activity
A. Preparation
A1. Greetings
(The teacher will greet her students) (The students will greet their teacher back.)
A2. Orderliness
(The teacher will instruct her students to stand (The students will stand up and arrange their chairs
up and arrange their chairs properly.) properly as well as pick the pieces of paper on the
ground.)
A3. Checking of Attendance
(The teacher will ask the name of the students (The students will cite the names of the students who
who are not around.) are not around.)
A4. Setting Classroom rules
(The teacher will introduce the classroom rules (The students will listen and agree to the rules stated by
to be practiced by the students during their time their teacher.)
in the subject.)
Rules:
1. Always wear your nametags.
 2. No phones allowed during discussion
unless needed or when instructed to.
B. Review of Previous Lesson
(The teacher will ask if the students still remembered (The students will recall their previous lesson and
their previous lesson.) answer their teacher.)

Teacher’s Activity Student’s Activity

C. Motivation
The teacher will present pictures to the class: (The class will actively participate.)
Picture 1- picture of a king

Picture 2- picture of money/wealth

Picture 3: picture of poor people

Picture 4: picture that symbolizes suicide

Guide Questions
1. What do you think do the picture signify? / (Student’s answers may vary.)
What ideas come up when you look at the
pictures?
2. What do you think is the connection of “It is connected because the pictures are somewhat
these pictures to our topic for today? similar to our topic maybe about the rich and poor
society and that maybe it talks about sufferings.”
D. Unlocking of Difficulties
Students will arrange the jumbled letters to form
the vocabulary words that they will encounter
from the poem: (Language)
1. TEMNEVPA- a covered surface of a public “PAVEMENT”
thoroughfare
2. RUCES- a prayer or invocation for harm or “CURSE”
injury to come.
3. RRYEAAD- to dress or decorate especially in “ARRAYED”
splendid or impressive attire.
4. RTTEEDLUF- to move with quick wavering or “FLUTTERED”
flapping motion.
5. LIGETTRDE- to shine by reflection. “GLITTERED”

Teacher’s Activity Student’s Activity

E. Lesson Proper
“Okay, so before we start our lesson allow me (The students will listen to the teacher.)
to read our objectives for today’s discussion.”
At the end of this 1 hour lesson, 75% of the
students will be able to:
1. Analyze a poem using historical lens
2. Demonstrate understanding of the text by
answering the questions correctly
3. Perform varied tasks with teamwork and
creativity
“Okay so earlier I asked you what you think is
the connection of those pictures to our topic to
which your answers were all correct. Our topic
for today has something to do with wealth,
poverty as well as suicide.”

“Later on, I will allow you to read a poem by

Edwin Arlington Robinson (1869–1935)
entitled “Richard Cory” But before that let us
first know who Edwin Arlington Robinson is.
Okay class please read.” Edward Arlington Robinson was born on December 22,
1869 in Head Tide, Maine, the American poet Edwin
Arlington Robinson (1869-1935) won three Pulitzer
Prizes for his poetry. His narrative poems feature
characters that are often sensitive, frustrated, and
miserable, and even his more lyrical work suggests a
 kind of quiet disturbance. After his family lost their
fortune, Robinson scraped by for years before
achieving financial independence. Although he was
one of the most prolific American poets of the early
20th century—and his Collected Poems (1921) won the
first Pulitzer Prize ever awarded to poetry—he is
remembered now for a few short poems. Robinson was
devoted to his art and led a solitary, often make-shift
existence; he published virtually nothing during his long
career except poetry.

“Okay very good! Robinson is an American

poet who won three Pulitzer Prizes to which he
writes narrative poems that features often
sensitive, frustrated, and miserable characters.
When we say narrative poetry class, it is a
form of poetry that tells a story, often using the
voices of both a narrator and characters.”

“Okay so now let us have a short overview of

what the poem is. Please read.” The poem was written in 1897, a year after the Panic of
1893. As in the Great Depression, this panic led to the
deaths by suicide of a number of Americans. While the
poem does not indicate that Cory’s suicide stems from
financial issues, it is possible to interpret his death in
that historical context as the result of sudden change in
fortune.in that light, the poem speaks more to the fickle
finger of fate than to the power of unhappiness to reach
even the most fortunate.
“Okay very good! I’ll just give you a brief
insight of what the great depression is
although it may or may not be the cause like
what it is said in the presentation but since it
was indicated here, I’ll just give you a short
insight about it. so, the great depression class
was/is the most severe economic downturn in
modern history. It was marked by steep
declines in industrial production and in prices
(deflation), mass unemployment banking
panics, and sharp increases in rates of poverty
and homelessness during that time that is why
some think that this may be a factor of the
death of the character in Robinsons poem.”

“Okay so now, that you know who the author is

as well as the brief introduction of the poem let
us proceed to the reading of the poem. So, Richard Cory
class please read.” BY EDWIN ARLINGTON ROBINSON

Whenever Richard Cory went down town,

We people on the pavement looked at him:
He was a gentleman from sole to crown,
Clean favored, and imperially slim.

And he was always quietly arrayed,

And he was always human when he talked;
But still he fluttered pulses when he said,
"Good-morning," and he glittered when he walked.

And he was rich—yes, richer than a king—

And admirably schooled in every grace:
In fine, we thought that he was everything
To make us wish that we were in his place.

So, on we worked, and waited for the light,

And went without the meat, and cursed the bread;
And Richard Cory, one calm summer night,
Went home and put a bullet through his head.
(The students will now watch a video of the
poem.)
Answer each of the following questions:
“How do the people in the poem feel about
“The second line ‘We people on the pavement looked at
Richard Cory? Cite one quote from the poem
him’ this implies that the speakers admired him because
as proof.”
of how he presented himself, was educated, and
wealthy.”

“Very good! Next, cite proof in the poem that “And he was rich—yes, richer than a king— And
the people have identified Richard Cory as the admirably schooled in every grace: this line indicates
embodiment of success. that being rich implies that you are already successful
 in life because you now got the wealth. In short money
equals success for the towns people.”

“Very good! Next, Describe the people who are

“The people or characters in the poem are poor
the speakers of this poem. What is their
wherein they cannot even buy meat for their table and
condition in life?
only eats bread to which they cursed the bread.”

Why do people curse ``the bread’’? What does

“It shows that the people are inclined to curse the bare
`` the bread’’ stand for?
minimum and what they have just because they want to
become something else. In the poem the bread
signifies the life of being poor.”

“Okay very good! Next, what does `` the meat’

“The meat signifies wealth, abundance or success.
stand for? How do you know?
Because it is something the they try to work for, it’s
more of a symbolism that since meat is expensive
therefore, they are poor because they could not afford
it.”

“Okay very good! Next, what is ``the light’’ that

"The chance to turn things around and make their
the people are waiting for?”
dreams into reality. The light signifies the happiness
that the townspeople desired may it be wealth or pure
happiness."

“Okay very good! Next, why is it ironic that the

“It is ironic because the person that the townspeople so
townspeople envied Cory so much?”
much of having a perfect and successful life actually
had a miserable life like theirs just different situation.
For the townspeople they feel sort of miserable
because they don’t have the wealth but for Richard
Cory it is something else more depressing.”

“Okay very good! Next, how does Richard

“Kindly and elegantly, it is stated in the 2nd paragraph
Cory treat the speakers? Find one quote to
‘And he was always quietly arrayed, and he was always
support your answer.”
human when he talked; But still he fluttered pulses when
he said, "Good-morning," and he glittered when he
walked.”

“Okay very good! Next, Look over the last line

of the poem. What makes the last line such a
“It was shocking because he was told to be someone
shocking line?”
perfect and successful in life to which no one could or
 would not believe that he can kill himself all of a
sudden.”
Group Activity
The teacher will explain these varied tasks. (The students will do their task.)
Each group will accomplish the task and
presentation will follow. They will be provided
rubrics for these. (Differentiated Instruction)
Group 1: Draw an incident from a poem which
has a great impact in your lives and explain
your drawing in short sentences (Arts
Integration)
Group 2: Select a song that will inspire people
to be strong and optimistic as they handle
problems in life. Sing it with your group
members. (Music Integration)
Group 3: Present a short dramatization about
your most favorite part in the poem
Group 4: Conduct a survey from your group
members about the different problems that
they have experienced in their lives and
present it through a graph (Numeracy
Integration)

RUBRICS: Content/Presentation: 40%

Creativity: 30%
Relevance to the topic: 20%
Teamwork: 10%
Total: 100%

F. Application
If you are Richard Cory, how do you handle (Students answers may vary.)
problems in your life so that depression and
suicide will be avoided?

G. Generalization
What is the moral/lesson of the poem? How do (Students answers may vary.)
you apply the lessons in your daily living?

V. Evaluation
Read and analyze each item. Select the best answer based from what you have learned from the poem
1. The author of the poem is _____.
a. Matsuo Basho
b. William Blake
c. William Shakespeare
d. Edwin Arlington Robinson
2. The name of the wealthy man is _____.
a. Richard Parker
b. Richard Cory
c. Richard Newton
d. Richard Lee
3. The man in the poem was ______.
a. Wealthy
b. Jealous
c. Responsible
d. Talented
4. What is the life situation of the people in the poem?
a. Progressive
b. Calm
c. Poor
d. Comfortable
5. How do the people in the poem feel about Richard Cory?
a. Envy
b. Proud
c. Happy
d. Lonely
6. Richard Cory in the beginning of the poem symbolizes _______.
a. Guilt
b. Freedom
c. Success
d. Dependence
7. What happened to Richard Cory at the end of the poem?
a. Became a governor
b. Got married
c. Became a billionaire
d. Committed suicide
8. When did Richard Cory died/
a. Christmas Eve
b. New Year’s Day
c. One calm summer night
d. Cool evening
9. What is the irony of the poem?
a. The people were envious to Richard’s life situation
b. Richard committed suicide despite of his wealthy life
c. Richard is gentleman from sole to crown
 d. People cursed the bread
10. The hyperbole of the poem is __________.
a. Richard Cory can easily get what he wants
b. People are happy to Richard’s success
c. Richard is rich-richer than a king
d. Richard Cory is imperially slim
VI. Assignment
Explain why the last line of the poem is a “shocking line”. Write your answers in your
English notebook.

Prepared by;

RACHEL ANN D. MAPE

Student Teacher

Noted by;

KAREN AREVALO
Cooperating Teacher