LESSON PLAN

School: Carmen National Agricultural High School Grade Level: 10

Pre-service Teacher: Xyryll Toraja Date & Time: February 19, 2024
Learning Area: English
Quarter: 3, Week 3

I. OBJECTIVES
A. Content Standard: The learner demonstrates understanding of how world literature and other text
types serve as sources of wisdom in expressing and resolving conflicts among
individuals, groups and nature; also how to use evaluative reading, listening and
viewing strategies, special speeches for occasion, pronouns and structures of
modification.
B. Performance The learner skillfully delivers a speech for a special occasion through utilizing
Standard: effective verbal and non-verbal strategies and ICT resources.
C. Learning Determine tone, mood, technique, and purpose of the author (EN10LT-IIIc-2.2.3)
Competencies/Objectives: At the end of the lesson, the students can:
1. Determine the tone and mood of a literary text;
2. Analyze the technique, and purpose of the author; and
3. Appreciate the relevance of the lesson in real-world scenarios
II. CONTENT Tone, Mood, Technique, and Purpose of the Author
III. LEARNING RESOURCES:
A. References English Expressways III. 2007. pp 9, 10, 11.
English Expressways IV. 2007. pp 66-73, 104-107, 288-293
1. Teacher's Guide
pages:
2. Learner's Materials
pages:
3. Textbook pages:
4. Additional Materials https://www.masterclass.com/articles/tone-vs-mood
from Learning Resource (LR) https://www.poetryfoundation.org/poems/51642/invictus
portal https://owlcation.com/humanities/Invictus-Poem-Analysis?
fbclid=IwAR0IQiqcwQIWHlIaF8Xrmoddj2s2KoO9f0ILgyRGIV2nzjQQB-
fN92ArXtU
https://poemanalysis.com/william-ernest-henley/invictus
https://youtu.be/LZRSPyvy23w?si=gMXmR7vp5gd3mv7x
B. Other Learning Resources TV, Laptop, Dictionary, Pentel Pen, Bond paper
IV. PROCEDURE PRELIMINARIES

 The class will start with a prayer

 Greetings
 Checking Attendance
 Setting of Standards
 Arrange the chairs
 Do not answer in chorus
 Raise your hand when you want to answer or ask a question
 Stand up when you want to answer or share an idea
 Observe silence and listen during discussions
 Participate in the class activities
 Respect everyone

A. Review the previous Review on the previous lesson about writing a critique paper.
lesson
Before we continue with our new lesson, let us first have a review of what we
have discussed last week. Last meeting, we
discussed about writing a critique paper
 Once again, what is critique?
Critique is a detailed analysis and assessment of something,
especially a literary, philosophical, or political theory.
Very good. I can see that all of you really paid attention during meeting.
B. Establishing a purpose for After the review, the teacher will then proceed to conduct the activity called
the lesson. Jumbled Words.

At this time, I have here four jumbled words, we have mixed up set of letters.

The teacher will present jumbled words and the students will answer to unlock
the topic of the day.

Can you guess what word is number 1?

Mood, ma’am.

Yes, that’s right. How about for number 2?

Tone, ma’am.

Correct, let have number 4.

Purpose, ma’am.

Very well, and finally the last word. What do you think is number 4?

Technique, ma’am.

Wow, well done everyone!

Our topic for today is all about Tone, Mood, Technique and Purpose of the
author. But before we proceed, please read our lesson objectives.

(Students read)

The teacher will present the objectives and will ask the students to read the
objectives.

Objectives

At the end of the lesson, the students can:

1. Determine the tone and mood of a literary text;
2. Analyze the technique, and purpose of the author; and
3. Appreciate the relevance of the lesson in real-world scenarios

These lesson objectives are expected to be meet throughout our lesson for today.
Now, may I ask you! Are you ready to start the lesson?

Yes, we are ready!

C. Presenting The teacher will proceed to introduce a poem entitled Invictus by William
examples/instances of the Earnest Henley.
new lesson/Introduce the
lesson. Today, I will present to you a poem entitled Invictus by William Earnest Henley.
Let us know first who is William Earnest Henley.
Everyone kindly read the short information about him.
(Students read)
Wonderful! William Earnest Henley wrote famous poems, and today, we will
learn about his most famous poem entitled “Invictus”. Let’s watch the video.

Alright, now, let us all read the poem. Altogether, Invictus… 123 go!
(Student read)
The differentiated tasking will be presented to the class. The teacher will give the
general guidelines:

This time, we will have an activity.

The class will be grouped into four groups through the color of the nametags
Color red – will be Group 1
Blue – will be Group 2
Yellow – will be Group 3
Green – will be Group 4

Each group will work on their assigned activity.

You are only given 5 minutes to finish the task.
Once you’re done, your group needs to make a yell.
Each group will be given 1-2 minutes to present or report your group's output in
the class.
This rubric will be used to rate your group’s output and performance.
We have the following criteria: Promptness, Cooperation, Accuracy.

Don’t forget to write your names on a ¼ sheet of paper indicating your group
number. Each group must assign the following roles:
Leader - leads the group
Secretary - writes the answers of the group
Reporter - reports the output to the class
Timekeeper - monitors the time
Members - cooperate and participate in constructing ideas

Now, I will give you 1 minute to proceed to your designated area and assign the
following roles inside your group.

Activities:

Group 1. Matching Game. Match the definition to its appropriate tone.

 Group 2. Crossword. Solve the crossword puzzle by filling in the missing letters.

Group 3. Word Search. Find all the words hidden in the grid and circle them

Group 4. Define the terms. Define the terms presented.

The activity will be performed in 5 Minutes. The students are encouraged to

create a yell to signal that they are done. Each group will be given 1-2 minutes to
present their work.
D. Discussing new concepts The teacher will present each question to elicit responses from the students.
and practicing new skills 1
Well, done everyone. Now let me ask questions.
 What can you say about the activity? Was it easy or difficult?
 What made the activity difficult? And what did you do to overcome
those difficulties?
 Are you familiar with these terms? Have you read one of these?
 What did you feel while reading the poem?
 What technique do you think is used in the poem?
  What do you think is the purpose of the author?
Alright, thank you so much for sharing your ideas. Your outputs will be graded
throughout our discussion.
E. Discussing new concepts The teacher will provide key inputs and discussions of the lesson proper. The key
and practicing new skills 2 inputs will deepen the knowledge of students through some sort of discussion.
In this lesson, the students are going to learn about the tone, mood, technique,
and purpose of the author.
The details that are given in a poem may lead in identifying the Tone, Mood,
Technique and Purpose of the author.

Okay, now let us proceed to our lesson about the tone, mood, technique, and
purpose of the author.

• Tone - is the attitude of the author towards a given topic. The tone is expressed
through the words of the author. As a reader, you may look at the choice of
words and utilization of words of the author to identify the tone.

The tone of the author can either be objective or subjective. An objective tone is
unbiased and neutral. The author uses concise, clear and courteous words which
are based on facts which makes the text formal. While the subjective tone uses
words that conveys emotion, feelings and thought which may be referred as
creative as wells informal.

According to Elin (2010), as a reader, you must read between the lines to feel the
attitude of the author and identify the tone.

Example in the poem Invictus.

The tone is determined and defiant.

“In the fell clutch of circumstance

I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed."

Henley writes, “In the fell clutch of circumstance/ I have not winced nor cried
aloud.” In other words, the speaker has not allowed himself to become a victim
of the events that have transpired in his life. He has a positive attitude toward his
future and his life although he is aware of how difficult it can be.

Defiant
He shows a defiant attitude whereby he does not want to conform if that will
mean giving up some control of his life. He chooses to live his life the way he
wants to even if he will be punished for it.

• Mood - refers to the emotions that arise in a reader or the atmosphere of the
text.

The mood is developed through the setting, tone and diction.

Mood is different from tone in a way that, mood is the emotion that the author
wanted the readers to feel while reading the text.

Some positive moods are cheerful, calm, dreamy, excited and happy.
While being angry, depressed, gloomy, envious and frustrated are negative
moods.

“Beyond this place of wrath and tears

Looms but the Horror of the shade,
And yet the menace of the years
Finds and shall find me unafraid.”

The mood of the poem is gloomy and perseverance. It seems as if the poet wrote
this poem from the perspective of a person who is courageously fighting the
odds of his or her life in a dark and upsetting phase. Moreover, the mood
changes as the poem approaches the end. The expression of the speaker creates
a serious yet uplifting mood inside the text. The speaker seems to be saying here
that he knows that what he has endured in this life is nothing compared to what
lies ahead in the “shade,” which is a reference to death. The speaker will remain
fearless, even in the face of death and what comes after.

• Technique - is the author's syntax, word choice and tone. Techniques varies
from one author to another. There are four basic literary styles used in writing:
expository or argumentative, descriptive, persuasive, and narrative.

Expository or argumentative - the focus is to tell the readers about a specific

subject or topic but the author leaves out his own opinions about the topic.

Descriptive - the focus is to describe an event, a character, or a place in detail.

The author usually incorporates sensory details in the text.

Persuasive - the author gives reasons and justifications to make the readers
believe his point of view. The aim of this text is to persuade or convince the
readers.

Narrative - the author narrates a story like in novels, short stories, biographies
and poetries.

Example:

In the line “Out of the night that covers me Black as the pit from pole to pole, I
thank whatever gods may be for my unconquerable soul.”

The technique used is descriptive as William was able to depict an imagery in a

reader’s mind and be able to easily comprehend the poem.

• Purpose - is the reason why the author writes the text. The main purposes of
writing a text are to inform, to entertain and to persuade.

To inform - the author gives out information through the text by providing facts
and explanation to the readers.

To entertain - the author gives delight or amusement to the readers through

writing the text.

To persuade - the author convinces the readers to agree to his/her point of view.
Also, the author may give facts to prove a point.

Example: The flu is a virus that moves from person to person when people
cough or sneeze.
It also can get on your hands if you touch a surface that a sick person has
contaminated. Wash your hands well.

The purpose of the author is to inform.

The teacher will check the groups’ outputs

 Alright! Since we are done with our discussion, let us check you outputs earlier.
F. Finding practical The teacher will present a reflective activity to the student.
applications of concepts and
skills in daily living. This time let us reflect on what have learned. Get ½ crosswise sheet of paper and
write your answer for the following questions. You will be guided by the following
rubric.
 What were your thoughts or ideas about the tone, mood, technique, and
purpose of the author before the discussion of the lesson?
- I thought…

 What new or additional ideas did you learn after taking up the lesson?
- I learned that…

 How are you going to apply the things you learned about the tone, mood,
technique, and purpose of the author?
- I am going to …

G. Making generalizations The teacher will give a brief generalization about the lesson.
and abstractions about the
lesson. All right. Today will have learned about the tone which is the attitude of a text.
Mood is the emotions arises from a reader. Technique is the word choice of an
author, while the purpose of the author is the reason why the text is written.

H. Evaluating learning Since we are done with our discussion. Let us have a short quiz.

Directions: Read the following statements and select the letter of the correct
answer. Write answers in a ¼ sheet of paper.

1. What do you call the attitude of an author to a given topic?

A. Mood
C. Technique
B. Purpose
D. Tone
2. Which of the following refers to the syntax, word choice and tone of the
author?
A. Mood
C. Technique
B. Purpose
D. Tone
3. Which of the following is NOT a technique of an author in writing a text?
A. Descriptive
C. Persuasive
B. Expository
D. Summative
4. What is the atmosphere of the text or the emotion that arises from the
 readers?
A. Mood
C. Technique
B. Purpose
D. Tone
5. Which of the following is the reason why the author has written a text?
A. Mood
B. Purpose
C. Technique
D. Tone

I. Additional activities for For your assignment.

application or remediation.
Direction: Select a poem and write a poem analysis specifically on the tone, mood,
technique, and purpose of the author.
V. REMARKS
VI. REFLECTION
1.No. of learners who earned 80% in the
evaluation.
2.No. of learners who require additional
activities for remediation who score below 80%.
3.Did the remedial lessons work? No. of
learners who have caught up with the lesson.
4.No. of learners who continue to require
remediation.

Prepared by:

XYRYLL TORAJA
Pre-service Teacher

Checked & Reviewed:

LIEZEL M. ACEVEDO, MAELT

Cooperating Teacher