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COLEGIO DELA NUESTRA SEÑORA DE GUADALUPE

Umali Compound, Summitville, Putatan, Muntinlupa City

Learning Plan in High School


English – Grade 10

Topic/Lesson “Sonnet 307” by Petrarch


Name

Content The learner demonstrates understanding of how world literature and other text types serve as sources of
Standards 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.

Performance The learner skillfully delivers a speech for a special occasion through
Standards utilizing effective verbal and non-verbal strategies and ICT resources.

Learning The learners:


Competencies 1. Express appreciation for sensory images used EN10LT-IIIa- 2.2.1
2. Give expanded definitions of words EN10V-IIIa- 13.9
3. Explain how the elements specific to a genre contribute to the theme of a EN10LT-IIIa- 2.2
particular literary selection

Specific Learning At the end of this unit, the students should be able to:
Outcomes 1. Explain the theme of the sonnet;
2. Know the sensory images used in the sonnet;
3. Actively participate in different activities

Date/Time November 6-10, 2017/ 8:20 to 9:20 AM


5 days
Lesson Outline:
1. Introduction/Routines/Motivation
2. Lesson Proper
3. Evaluation
4. Assessment (Authentic)
5. Assignment
Overview: The “Sonnet 307” by Petrarch is a brief, highly structured form of verse that originated in medieval Italy and became the
dominant mode of love poetry in the fourteenth century. The poet Petrarch (1304–74) popularized a specific form of
sonnet in which an eight-line octave states a problem, asks a question, or expresses emotional tension that is resolved in
a concluding six-line sestet.

Part 1: Day 1&2: (Monday & Tuesday)


I. Introduction: Pre-reading Activities:
1. ATAD
Between us there was, as I have already said somewhere, the bond of the sea. Besides holding our hearts together
through long periods of separation, it had the effect of making us tolerant of each other's yarns-and even convictions. The
Lawyer-the best of old fellows-had, because of his many years and many virtues, the only cushion on deck, and was lying
on the only rug. The Accountant had brought out already a box of dominoes, and was toying architecturally with the
bones. Marlow sat cross-legged right aft, leaning against the mizzen-mast. He had sunken cheeks, a yellow complexion, a
straight back, an ascetic aspect, and, with his arms dropped, the palms of hands outwards, resembled an idol. The
Director, satisfied the anchor had good hold, made his way aft and sat down amongst us. We exchanged a few words
lazily.
Afterwards there was silence on board the yacht. For some reason or other we did not begin that game of dominoes. We
felt meditative, and fit for nothing but placid staring. The day was ending in a serenity of still and exquisite brilliance. The
water shone pacifically; the sky, without a speck, was a benign immensity of unstained light; the very mist on the Essex
marshes was like a gauzy and radiant fabric, hung from the wooded rises inland, and draping the low shores in
diaphanous folds. Only the gloom to the west, brooding over the upper reaches, became more sombre every minute, as if
angered by the approach of the sun.
And at last, in its curved and imperceptible fall, the sun sank low, and from glowing white changed to a dull red without
rays and without heat, as if about to go out suddenly, stricken to death by the touch of that gloom brooding over a crowd
of men.
From ‘The Heart of Darkness’, by Joseph Conrad.
Guide Questions:
1. The narrator of this passage is telling his story from:
A. A wharf.
B. The deck of a yacht.
C. A high vantage point.
D. The edge of the Essex marshes.
E. None of the above.

2. The mood of the men in this passage is best described as:


A. surly B. resigned C. contemplative D. restless E. ecstatic
3. From the passage, it is clear that the men:
A. Do not get along.
B. Show a quiet understanding.
C. Cannot be bothered with one another.
D. Have just had a quarrel.
E. Are worn out.

4. The word ‘diaphanous’, used to describe the mist, means:


A. almost transparent B. fragile C. suffocating D. silent E. none of the above
5. “The Heart of Darkness” is an example of:
A. Simile
B. Metaphor
C. Personification
D. Hyperbole
2. Motivational Activity
The teacher will play a video clip.

3. Vocabulary Development
Directions: Know the meaning of the underlined word through context clues.

1. The man is grieving at this moment because of the death of his wife.
a. Deep sorrow
b. Extreme Happiness
c. Laughing
2. The team bewail after knowing that they didn’t win on championship.
a. Expressing love and good vibes
b. Expressing disappointment
c. Korean oppa
3. Although she’s late, Joyce hastened back to her house because she forgot her phone.
a. To take a shower
b. To hurry
c. To sleep
4. She can’t finish her studies because of her financial woes.
a. Imaginations
b. Solutions
c. Problems
5. They were banished in the Philippines because of political crimes.
a. Expelled or deported
b. B is wrong, letter A is the answer.
c. None of the above, except letter A.

II. LESSON PROPER:


While Reading Activity
A. Activity 1.
SILENT READING
Sonnet 307 by Petrarch

O lovely little bird, I watch you fly,


And grieving for the past I hear you sing.
I see the night and winter hastening,
I see the day and happy summer die.
If you could hear my heart in answer cry
Its pain to your sad tune, you’d swiftly wing
Into my bosom, comfort you would bring
And we would weep together, you and I.
‘Tis no equality of woe I fear;
Perhaps she lives whom you bewail; from me
Have greedy death and heaven snatched my
dear,
But the dark autumn evening hour sets free
The memory of many a banished year
So let us talk of the past then, tenderly.

B. Comprehension Check

1. What situation is set up in the first quatrain?


2. Is this idea developed further in second quatrain? If so, how?
3. The sestet as a whole comments on the problem or applies a solution. What solution or resolution is
offered in the sestet?
4. What is the theme of the sonnet? Explain your answer.
5. What sensory images were used in the sonnet?

Part 2: Day 3&4: (Wednesday & Thursday)

Post-reading Activity
C. Group Activity: The teacher will divide the class into 3 groups:
Group 1: Make a poster about Love and its importance. Explain your work as a group
Group 2: Explain the sonnet by singing a song that you think related to the theme of the sonnet. Make sure to
sing it in front of the class and explain why you chose that song.
Group 3: Make a short skit presentation about the Sonnet and its meaning.
The group will be given 15 minutes to work with the task.

D. Group Presentation
RUBRICS: The presentation of each group will be graded according to the rubrics below:
Content of the presentation : 5 points
Group effort, unity, and behavior : 5 points
Pronunciation and Diction : 5 points
Audience Impact : 5 points
TOTAL : 20 points

E. Generalization:
In a ½ sheet of paper (crosswise)
Make your best hashtag that will generalize the true meaning of the sonnet. Explain your hashtag.
Ex. #LoveNeverFails

III. AGREEMENT
Read: “Federigo’s Falcon” by Giovanni Boccaccio

Part 3: Day 5: (Friday)


Reading Activity