School Angeles City National High School Grade Level 9

DAILY LESSON Teacher Arnold O. Arceo Learning Area English

LOG Teaching Dates and Time September 26-30, 2022 Quarter 1st

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
 Identify the text type used on the paragraphs/ articles (journalistic approach, informative, or literary)
 Search a certain or specific type of text

A. 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.

B. Performance Standard 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.

C. Learning Determine the tone, Determine the tone, Determine the tone, Determine the tone,
Competency/Objectives mood, techniques and mood, techniques and mood, techniques and mood, techniques
Write the LC code for each. purpose of the author purpose of the author purpose of the author and purpose of the
author

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Identify types of Share prior knowledge Share prior knowledge Infer thoughts, feelings
poetry about a topic about a topic and intentions of the
speakers (EN9VC-Ic-
3.8)
III. LEARNING
RESOURCES

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A. References
1. Teacher’s Guide
pages
2. Learner’s Materials Anglo-American Anglo-American LAS LAS
pages Literature Learner’s Literature Learner’s
Material Material
3. Textbook pages 7-10 7-10
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource https://
www.studysmarter.co.uk/
explanations/english/rhetorical-
analysis-essay/authors-technique/

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson Ask the students to give a Ask the students to give a Ask the students to give a Ask the students to .
or Presenting the New recap of the previous recap of the previous recap of the previous give a recap of the
Lesson lesson lesson lesson previous lesson.
Show a picture (similar to
Knowing the thoughts,
the one on page 7)
feelings and intentions
• Talk about/discuss what it of the speaker will
communicates to you. greatly help the
• Use the following guide listener understand the
questions. true motive of the
1.What do you think the speaker.
drawing wants/intends you
to believe?
2. Does it suggest/answer
the question: What roles
can I perform that
will make a difference in my
life?
3. How closely do you
think/believe the drawing
matches your mental image

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 of recognizing and
performing roles in life?
Prove your point.
4.What details of the
drawing tell you about
recognizing and performing
roles in life?
4 How well do you
think/believe the
drawing/illustration fits the
value of
recognizing and performing
roles in life?
4 How does the picture
make you feel about
recognizing and performing
roles in life?
• After 10 minutes,
convene and share your
responses.
• Find common grounds
about your ideas.
B. Establishing a Purpose for Talking about life, today’s Having the skill to
the Lesson lesson may serve as a guide decipher the speaker’s
in life. true motive will help
Ask students to share their
the listener make wise
view about where they are
decisions.
in life right now.

C. Presenting Explain that knowing your People will do and say

Examples/Instances of the current situation and roles anything and
Lesson will help in deciding what everything to sell their
to focus on.
product or idea. Most
of the time these
people use deceit to
mislead his audience in
taking his bait and in
effect scamming them.
These could be avoided
by knowing some ways
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 to find out his real
motives.
D. Discussing New Concepts Unlocking of difficult words. Group students into six. Discuss the different
and Practicing New Skills Provide a chart showing the Assign each group a stanza techniques used by the Discuss how to form
#1 words and a sentence that to analyze. Give the groups author to achieve various inferences.
uses the word. Using the 10 minutes to interpret effects including inferring
context presented in the their assigned part. Ask the mood, tone and his Making an inference
sentence, ask the students them to relate it to their purpose. involves using what
to provide their own experience or on their you know to make a
definition of the words. observation. Each group guess about what you
suggested words: will assign a reporter to don't know or reading
puking share their analysis. between the lines.
woeful Readers who make
whinning Provide lead questions
inferences use the
clues in the text along
satchel that will touch on tone,
with their own
creeping mood and author’s
experiences to help
sans purpose.
them figure out what is
not directly said,
making the text
personal and
memorable.

Activity 1
Listen to the
recordings.
Infer on the thoughts
and intentions of the
speaker by answering
the following
questions.
E. Discussing New Concepts Present the poem “Seven
and Practicing New Skills Ages of Man”. Discuss tone, mood and Activity
#2 Read the poem to the class. author’s purpose. In groups of six, ask the
Ask the class to read the students to read the text
poem in unison. and identify the
technique/s used by the
Discuss the different kinds writer.
of poems. Activity
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Explain the two basic types: Reading Comprehension
Read the given passages.
Lyric poetry Then, Accomplish the
Narrative poetry graphic organizer with the
text’s tone, mood and
Explain other types of author’s purpose.
poetry under lyric and
narrative poetry.

Explain:
“Seven Ages of Man” is
written in free verse and
using the narrative style.
The poem is rich in
metaphors. They start
appearing from the very
first phrase where the
world is compared to a
stage and people to actors
on it. The author also uses
simile to enhance his
message and make the
description more vivid. The
examples are “creeping like
snail” (about a schoolboy
who unwillingly goes to
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 school) or “sighing like
furnace” (about an
emotional and excited
young man in love).
F. Developing Mastery
(Leads to Formative Ask the students to identify Ask students Ask students Ask students
Assessment 3) the type of the given comprehension questions comprehension questions comprehension questions
poems. about the topic. about the topic. about the topic.

G. Making Generalizations Ask the Students to give a Ask the Students to give a Ask the Students to give a Ask the Students to give a .
and Abstractions about the generalization of what was generalization of what was generalization of what was generalization of what
Lesson discussed. discussed. discussed. was discussed.

H. Evaluating Learning Quiz Quiz Quiz

Ask the students to identify Reading Comprehension Watch the video
the type of the given Read the given passages. recordings.
poems. Then, Accomplish the Infer on the thoughts
graphic organizer with the and intentions of the
text’s tone, mood and speaker by answering
author’s purpose. questions.

I. Additional Activities for

Application or Remediation

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J. Additional Activities for
Application or Remediation

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

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 Prepared by: Checked Noted:

Arnold O. Arceo
Types of Poetry
Cynthia E. Tanglao
When studying poetry, it is useful first of all to consider the theme and the overall development of the theme in the poem. Obviously, the sort of development that
Amelita Pineda
takes place depends to a considerable extent on the type of poem one is dealing with. It is useful to keep two general distinctions in mind (for more detailed definitions
consult Abrams 1999 and Preminger et al 1993): lyric poetry and narrative poetry.
MT-I/ English 9
Lyric Poetry Coordinator

A lyric poem is a comparatively short, non-narrative poem in which a single speaker presents a state of mind or an emotional state. Lyric poetry retains some of the Head Teacher V
elements of song which is said to be its origin: For Greek writers the lyric was a song accompanied by the lyre. PSDS/ OIC
Subcategories of the lyric are, for example elegy, ode, sonnet and dramatic monologue and most occasional poetry:
In modern usage, elegy is a formal lament for the death of a particular person (for example Tennyson’s In Memoriam A.H.H.). More broadly defined, the term elegy is
also used for solemn meditations, often on questions of death, such as Gray's Elegy Written in a Country Churchyard. English Department
An ode is a long lyric poem with a serious subject written in an elevated style. Famous examples are Wordsworth’s Hymn to Duty or Keats’ Ode to a Grecian Urn.
The sonnet was originally a love poem which dealt with the lover’s sufferings and hopes. It originated in Italy and became popular in England in the Renaissance,
when Thomas Wyatt and the Earl of Surrey translated and imitated the sonnets written by Petrarch (Petrarchan sonnet). From the seventeenth century onwards the
sonnet was also used for other topics than love, for instance for religious experience (by Donne and Milton), reflections on art (by Keats or Shelley) or even the war
experience (by Brooke or Owen). The sonnet uses a single stanza of (usually) fourteen lines and an intricate rhyme pattern (see stanza forms). Many poets wrote a
series of sonnets linked by the same theme, so-called sonnet cycles (for instance Petrarch, Spenser, Shakespeare, Drayton, Barret-Browning, Meredith) which depict
the various stages of a love relationship.
In a dramatic monologue a speaker, who is explicitly someone other than the author, makes a speech to a silent auditor in a specific situation and at a critical
moment. Without intending to do so, the speaker reveals aspects of his temperament and character. In Browning's My Last Duchess for instance, the Duke shows the
picture of his last wife to the emissary from his prospective new wife and reveals his excessive pride in his position and his jealous temperament.
Occasional poetry is written for a specific occasion: a wedding (then it is called an epithalamion, for instance Spenser’s Epithalamion), the return of a king from exile
(for instance Dryden’s Annus Mirabilis) or a death (for example Milton’s Lycidas), etc.

Narrative Poetry

Narrative poetry gives a verbal representation, in verse, of a sequence of connected events, it propels characters through a plot. It is always told by a narrator.
Narrative poems might tell of a love story (like Tennyson's Maud), the story of a father and son (like Wordsworth's Michael) or the deeds of a hero or heroine
(like Walter Scott's Lay of the Last Minstrel).
Sub-categories of narrative poetry:
Epics usually operate on a large scale, both in length and topic, such as the founding of a nation (Virgil’s Aeneid) or the beginning of world history (Milton's Paradise
Lost), they tend to use an elevated style of language and supernatural beings take part in the action.
The mock-epic makes use of epic conventions, like the elevated style and the assumption that the topic is of great importance, to deal with completely insignificant \
occurrences. A famous example is Pope's The Rape of the Lock, which tells the story of a young beauty whose suitor secretly cuts off a lock of her hair.
A ballad is a song, originally transmitted orally, which tells a story. It is an important form of folk poetry which was adapted for literary uses from the sixteenth century
onwards. The ballad stanza is usually a four-line stanza, alternating tetrameter and trimeter.

Descriptive and Didactic Poetry

Both lyric and narrative poetry can contain lengthy and detailed descriptions (descriptive poetry) or scenes in direct speech (dramatic poetry).
The purpose of a didactic poem is primarily to teach something. This can take the form of very specific instructions, such as how to catch a fish, as in James
Thomson’s The Seasons (Spring 379-442) or how to write good poetry as in Alexander Pope’s Essay on Criticism. But it can also be meant as instructive in a general
way. Until the twentieth century all literature was expected to have a didactic purpose in a general sense, that is, to impart moral, theoretical or even practical 8
knowledge; Horace famously demanded that poetry should combine prodesse (learning) and delectare (pleasure). The twentieth century was more reluctant to Jski.dv
proclaim literature openly as a teaching tool.
Author's Technique: Big Picture (Rhetorical Strategies)
Also called rhetorical modes, you can think of rhetorical strategies as the structure, or framework, of the text. The most commonly used rhetorical strategies are:
Cause/effect - explains how something happens, or more specifically, the consequences of something happening
Comparison/ contrast - a discussion of the similarities and differences between two or more things

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Definition - communicates the meaning of a term, idea, or object
Description - uses sensory details to explain a person, place, or thing
Classification - groups two or more things with shared characteristics into categories
Narration - tells a sequence of events
Illustration/ exemplification - provides examples to support a concept
Each of these is a strategy for communicating a thought or idea with an audience, and each has a different purpose for its use. Knowing the rhetorical strategy an author chooses to use can give
you insight into their motivation for writing, which is very helpful in understanding the text.

You might notice the article you're reading continues to pit one particular religion against another. You might conclude that the author is using a comparison and contrast rhetorical strategy.
This knowledge might help you understand that the author intends for these religions to be contrasted, instead of simply describing each one individually. You've now gained new insight into
the author's intent, and can read the article in a more informed light and perhaps notice details that might have escaped you before.

Author’s Technique: The Details

Some tools in an author's toolkit are meant to shape the text in a more subtle way. Below are some examples of authors’ techniques that will accomplish this on a smaller scale, but can still
have a massive effect on the reader.

Language Choice

The choices an author makes about language are what one might call style. It is the specific way an author uses perhaps their greatest artistic tool—language—to create something that is
unique and impacts their audience in just the right way.

Some examples of language choice are:

Word choice - Words are the building blocks of language. Also known as diction, the author’s choice of words can make the audience feel a range of emotions. Think, for example of a time
you’ve been addressed in a formal manner as sir or ma’am, versus when a friend called you by a nickname. These inspired different reactions in you. Authors manipulate language to get
different reactions.

Sentence structure - Readers look for a natural pattern in sentences as they read, so any deviance in the pattern will send a signal of some type. Sentence structure can communicate just as
much as the words inside the sentence.

Consider this sentence from William Faulkner’s The Sound and the Fury (1929):

“…I seemed to be lying neither asleep nor awake looking down a long corridor of gray half light where all stable things had become shadowy paradoxical all I had done shadows all I had felt
suffered taking visible form antic and perverse mocking without relevance inherent themselves with the denial of the significance they should have affirmed thinking I was I was not who was not
was not who.” (chapter 2)

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The structure of this sentence is jarring, mostly because it is without punctuation. It feels like the narrator is rambling in confusion or rage (or both) and makes the reader experience that
emotion.

Figurative language - Also known as figures of speech, figurative language is phrasing that goes deeper than the literal meaning of words to get a different meaning across. Figurative language
uses literary devices, such as similes and metaphors, to communicate something outside the boundaries of the words themselves.

To criticize some policy or law from an opposer, you might hear a politician say, “You can put lipstick on a pig, but it’s still a pig.” This has been a popular metaphor in US politics in recent years
because it makes the point that no matter how much you dress up something unattractive you cannot change what it is. This use of figurative language creates a vivid image and is effective in
making the listener find the idea (or whatever the “pig” is) repulsive.

Everything you'll need for your studies in one place for Authors Technique

Literary Devices and Examples of Techniques in Writing

Literary devices are creative writing techniques that have been used by authors from Shakespeare to J.K. Rowling. Although they are a creative use of language, literary devices create images
with words and can be effective in any context.

Literary devices give the reader insight into whatever the author is talking about. Knowledge of common literary devices will help you analyze an author’s technique and give a new layer of
understanding to the text itself. Imagine, for example, during an exam you come to a reading passage that is a poem about flowers in bloom. You take the poem at its literal meaning and
completely miss that it is a metaphor for childbirth. You have totally missed the author’s meaning, and therefore any questions about the poem on the exam.

While there are dozens of types of literary devices, the 5 basic branches are metaphor, simile, hyperbole, personification, and symbolism. If you understand how these literary devices work,
you’ll be able to get a grasp on most other types.

Authors Technique Simile StudySmarter

A simile is like a metaphor, but less direct, Unsplash.

Metaphor

A metaphor is perhaps the most commonly used literary device. A metaphor does not use the words “like” or “as” to make a comparison, it simply makes a direct comparison between two
things.

Metaphors create imagery for the reader, which is much more effective than literal language. Think, for example, how much more impactful it is to say “It’s a furnace in here!” when you could
instead say, “It’s hot in here!” The image of a furnace carries with it the connotations of burning, red-hot, unbearable heat whereas hot simply means hot.

Simile

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This figure of speech is used to compare two seemingly unrelated things to show how they are similar in a particular way. A simile is a subset of metaphor, but is different because it is not a
direct comparison.

You can tell a simile apart from a metaphor by the use of the words “like,” and “as.” If an author uses these words as part of a literary technique to compare two things, then it is a simile. If the
comparison is direct, then it is a metaphor.

Similies are a useful literary device because there can be any number of insightful connotations that help convey meaning without the use of words.

Consider the following excerpt from William Shakespeare’s "Sonnet 143" (1609)

"Lo, as a careful housewife runs to catch

One of her feathered creatures broke away,
Sets down her babe and makes all swift dispatch
In púrsuit of the thing she would have stay;
Whilst her neglected child holds her in chase,
Cries to catch her whose busy care is bent
To follow that which flies before her face,
Not prizing her poor infant’s discontent:
So run’st thou after that which flies from thee," (1-14)

In this sonnet, Shakespeare compares himself to a baby. It's unlikely he would want a lover to think of him in a baby in all ways, but he uses the simile here to communicate how helpless he
feels when she neglects him.

Hyperbole

Hyperbole is a figure of speech that uses exaggeration to make a point. As with all other literary devices, hyperbole is not literal but rather overstates something to make a statement beyond
the words themselves. To say to someone, “I’ve said this a million times before” is a hyperbolic way of saying, “I’ve said this many times,” but it also communicates a sense of frustration.

Personification

Personification is like a more complex metaphor; it compares two things, but goes one step beyond metaphor and gives human traits to something that is not human.

Consider the first few lines of John Keats’s poem, “To Autumn" (1820)

"Season of mists and mellow fruitfulness,

Close bosom-friend of the maturing sun;
Conspiring with him how to load and bless
With fruit the vines that round the thatch-eves run;" (1-4)

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The two things conspiring are the season autumn and the sun. Obviously neither of these objects can talk, but Keats describes them with this feature for the purpose of illustrating how
picturesque the season is.

Symbolism

Symbolism is the idea that one thing can represent something else. What this means is that the color blue, for example, can represent feelings of sadness. This literary device can produce a huge
impact by attaching additional meaning to things, and so is used regularly in literature.

Symbols are incredibly common in writing, Unsplash.

Other Examples of Author’s Technique

There are other ways an author's technique can manifest itself in a piece of writing. Readers may often take these details for granted, but they are actually specific choices the author made to
give the text the greatest intended impact.

Timeline

The way the timeline of a story is structured will certainly have an effect on the reader or listener. Think, for example, of a story you’ve heard or read where the timeline jumps back and forth
from present to past. How did this make you feel?

Perhaps it made you feel sympathy for a villain to understand more about his or her past. This was surely a conscious choice on the part of the author—they wanted you, the audience, to feel
sympathy and so they chose this technique to tell their story. Very effective!

Fictional Element Choices

There are other elements of fiction writing that will have an impact on the reader, and so authors can manipulate things such as:

Setting

Plot

Voice

Characterization

Each of these choices is like a cut made into a piece of wood to create that swing set. (Remember the woodworking simile?)

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Some things are obviously going to impact the way a story is received, like the plot and how the characters are developed, but other things like the setting and voice used to narrate the story
will also affect the reader a great deal.

Imagine if the Batman story was told in the countryside instead of Gotham City—it would be a completely different story, wouldn’t it? The Batman storytellers have used Gotham City almost
like a character in and of itself by describing it, and Batman’s relationship with it, in great detail.

Why Analyze Author Writing Techniques?

The ability to decipher and analyze authors’ writing techniques is extremely important to any student of literature, and will almost certainly be tested on placement exams.

Authors’ techniques give you clues to interpreting the author’s message behind any given text. With this skill, you’ll be able to read a wider range of texts with more awareness and even write
your own with greater depth.

Author's Technique - Key Takeaways

Author's technique is the way authors use their writing to create a desired response from a reader.

The ability to understand and analyze the author's technique is a powerful way to gain insight into the meaning of a text.

Literary devices are figures of speech commonly used by authors and include simile, metaphor, symbolism, hyperbole, and personification

There are two major elements of an author’s technique that will have a large impact on the audience; rhetorical strategy and language choice.

Rhetorical strategies include cause/ effect, definition, narration, description, illustration, compare/ contrast, and classification.

Elements of language choice are sentence structure, figurative language, and word choice.

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