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A Semi- Detailed Lesson Plan

In English (World Lit.)

Literature-Based Approach

Maica Anna N. Quiles Date:

I. Learning Objectives
Given several exercises, the Grade 10 students are expected to do the following with 90%
a. identify the rhyme scheme of a poem;
b. distinguish a Petrarchan sonnet;
c. show an interpretation of the inconsistencies tackled in the poem “Love’s Inconsistency”
through a musical, art and drama presentation

II. Content and Materials

A. Content
 Love’s Inconsistency
 Rhyme scheme
 Petrarchan sonnet

B. Reference
 Language in Literature, pp. 84-87

C. Materials
 Visual aid
 Pictures
 Rubrics for the activity

III. Procedure
A. Pre-Reading
1. Motivation
-The teacher will ask the following questions.
Who among you here are active on social media, specifically on Facebook? Are
you following any university secret files page? What specific university secret
files page you visit the most? Have you read some of the confessions posted
there? What are the confessions about? Right, the top subject there is love.
They share their own stories and experiences about love. By reading those
confessions, what have you observed? Correct, there are sweet and bitter
-the teacher will now give a hint about their lesson for the day.

2. Unlocking of Difficulties
-The teacher will divide the class into 8 groups. Each group will be provided with 2
pictures and below each picture a jumbled word.
-Directions: Each group will arrange the jumbled word written below of each
picture. After arranging the jumbled words, post it on the board. The fastest group
to finish the activity with correct answers will receive a plus point on the quiz that
will be given later.

(Attached here with are the pictures used for this activity.)

B. During Reading
3. Post reading of the poem by the teacher.
 The teacher will read the poem written on her visual aid that is posted on the
board, aloud.

Love’s Inconsistency
Francesco Petrarch

I find no peace, yet all my war is done;

I fear and hope, I burn, and freeze likewise;
I fly aloft, yet I cannot rise;
And nought I have, yet all the world I seize on,
That loosens, nor locks, holds me in prison,
And holds me not, yet can I escape no wise:
Nor lets me live, nor die, at my devise,
And yet of death it gives me no occasion.
Without eyes I see, without tongue I plain;
I wish to perish, yet I ask for health;
I love another, and yet I hate myself;
I feed in sorrow, and laugh in all my pain.
Lo, thus displeases me both death and life,
And my delight is causer of this strife.

4. Second Reading of the poem by the students

-The teacher will let the students read the poem, silently.

5. The teacher will call on random students to recite a line which struck them the most
and relate it to a situation that happened in their life.

C. Post Reading
6. Discussion
a. Intellectual Discussion
1. What was the poem about?
2. What inconsistencies in life are revealed by the speaker in the poem?
3. In what situation does one experience the following inconsistencies?
 Having no peace although there is no war
 Loving someone yet hating oneself
 Having fear and hope at the same time
 Wanting to perish yet asking for health
 Having nothing yet seizing on all the world

b. Literariness Discussion

-The teacher will ask the students the ending words of each line.

Assign the letter a to the first ending word. Does the ending word in the second line rhyme with that in
the first? It doesn’t so assign to it the letter b.

Look at the ending word in the third line. Since it rhymes with likewise, assign to it the same letter
assigned to likewise (b). The ending word on rhymes with done, so assign to it the letter a, go on with all
the lines. Assign a new letter of the alphabet to each word that has a different rhyme.

-Afterwards, the teacher will discuss to them what is a rhyme scheme, a sonnet and a Petrarchan

7. Enrichment

-The teacher will divide the class into 3 groups and assign each group a kind of presentation that they
will use to show their own interpretation of the inconsistencies that were tackled on the previous poem.
Their presentation may be shown in a form of:

i. musical presentation
ii. art presentation
iii. drama presentation

-The teacher will announce the rubric for their presentations. There will be the same rubric for
their different tasks.
(Attached here with is the rubric for the activity.)

IV. Evaluation
Directions: Read the following poems. Identify which is a sonnet, then get the rhyme
scheme of the sonnet. Distinguish whether it is a Petrarchan sonnet or not.

1. Life hurrieson, frantic refugee,

And Death, with great force marches, follows fast
And all the present leagues with all the past
And all the future to make war on me.
Anticipation joins to memory
To search my soul daggers; and at last;
Did not domination set me so aghast,
I’d put an end to thinking, and be free,

The few glad moments that my heart has known

Return to me, then I force in dread
The winds upgathering against my ways,

Storm in the harbor, and pilot prove,

The mast and rigging down; and dark and dead
The lovey lights thereon I used to gaze.

2. Now hath my life across a stormy sea

Like a frail bark reached that wide port where all
Are bidden, ere the final reckoning fall
Of good and evil for eternity.

Now I know how that fond phantasy

Which made soul the worshiper and thrall
Of earthly art, is vain; how criminal
Is that which all men seeking unwillingly.

Those amorous thoughts which were so lightly dressed,

What are they when the double death is nigh?
The one I know for sure, the other dread.

Painting nor sculpture now can lull to rest

My soul that turns to His great love on high,
Whose arms to clasp us on the cross were spread.

3. While I slept, while I slept and the night grew colder

She would come to my bedroom stepping softly
And draw a blanket about my shoulder
While I slept.

While I slept, while I slept in the dark still heat

She would come to my bedside stepping coolly
And smooth the twisted troubled sheet
While I slept.

Now she sleeps, sleeps under quiet rain

While nights grow warm or nights grow colder
And I wake and sleep and wake again
While she sleeps.

4. Quite suddenly, from all green around,

something - you hardly know just what has gone;
You feel the dark itself drawing in upon
the windows and growing silent. The last sound.

Is the rain-pipping dottered in the mood,

Reminding you of somebody’s Jerome-
There is rises so much zeal and solitude
From that one voice the downpour soon will come.

Responding to the lofty walls, arranged

With ancient portraits, as though recollecting
They should not listen to our talk, withdraw.

The faded tapestries are now reflecting

The uncertain light we in our childhood saw
Those afternoons when we were so afraid.

V. Assignment
Directions: Make your own poem with 14 lines and following the rhyme scheme of a
Petrarchan sonnet.