Lesson Plan in Grade 10 English

Grade &Section: Grade 10 JERUSALEM Covered Date: December 06, 2019

Class Period: 8:45- 9:40

I. Objectives:
At the end of the discussion, the students will be able to:
a. realize the feminine side of nature and appreciate its importance
b. explain how the elements specific to a selection build its theme
c. perform differentiated task assigned per group

II. Subject Matter:

Topic: Song of Autumn written by Charles Baudelaire and translated to English

by William Aggeler
Reference: K-12 Learning Module (Module 3, Lesson 3 pp. 317-319)
Materials: strips, rubric, markers, manila cartolina, chalk, laptop, tv

III. Procedure

A. Preparation
1. Preliminary activities
Opening prayer Checking of attendance Getting the students’
attention
2. Review
Class, who can remember the activity that we had yesterday
3.Motivation
Four Pics-One World

Before we start our lesson, these are our learning objectives that we need to meet during and
after our discussion today.
At the end of the discussion, the students will be able to:
a. realize the feminine side of nature and appreciate its importance
b. explain how the elements specific to a selection build its theme
c. perform differentiated task assigned per group
B. Presentation

1. Unlocking of difficulties
Directions: Match difficult terms under Column A to its appropriate synonym under Column B. The
difficult words will be used in a sentence.

A B C
1. Soon we shall plunge a. showing or causing
into the cold darkness. unhappiness or sad feelings;
2. I hear the dismal sound gloomy
of firewood. b. to make a quick series of short
 3. Falling with a clatter on
the courtyard.
4. All atremble I listen to
each falling fog.
5. My spirit resembles the
tower which crumbles
under the tireless blows
of the battering ram.
6. It seems to me, lulled by
these monotonous
shocks.
7. That somewhere they’re
nailing a coffin, in great
haste.
8. Nothing, neither your
love, your boudoir, nor
your heart.
loud sounds; rattling sound
c. shaking involuntarily;
quivering
d. to have a steep slope or drop
downward; to fall
e. a woman’s private room for
dressing or resting
f. speed of motion or action;
quickness
g.to cause someone to fall asleep
or become sleepy
h. a large and heavy piece of
wood that is used to hit and
break through walls and doors.

C. Discussion

a. What do autumn, summer and winter represents?

b. How would you relate the title of the poem to what is happening now to the Earth?
c. What do the following lines suggest?
1. That somewhere they’re nailing a coffin, in great haste
2. Sweet beauty, but today all to me is bitter
3. Yet, love me, tender heart! Be a mother,
Even to an ingrate, even to a scapegrace
d. Did you realize that even nature has its own limits? How do you deal with this? Relate it to real-life
situations by sharing your own, personal experience/s.

D. Generalization
To sum up everything, what have you learned from the poem? What does the author is trying to tell us?

E. Application
In order to understand the poem more clearly and explain its theme, I want you to study how the writer
developed the overall style of the poem. I will group the class into 4 or 5. Accomplish the following
tasks and be ready to present a group report. But before that, let us first identify the literary devices used
by the author.

C. Discussion
a. What do autumn, summer and winter represents?
b. How would you relate the title of the poem to what is happening now to the Earth?
c. What do the following lines suggest?
1. That somewhere they’re nailing a coffin, in great haste
2. Sweet beauty, but today all to me is bitter
3. Yet, love me, tender heart! Be a mother,
Even to an ingrate, even to a scapegrace
d. Did you realize that even nature has its own limits? How do you deal with this? Relate it to real-life
situations by sharing your own, personal experience/s.

D. Generalization
To sum up everything, what have you learned from the poem? What does the author is trying to tell us?

E. Application
Accomplish the following tasks and be ready to present a group report. Identify the literary devices used
by the author.

1. Tone – the attitude of the author or speaker toward the subject

2. Word Choice (diction) –the way in which words/phrases used in the context
3. Imagery – means to use figurative language to represent objects, actions and ideas in such a way that
it appeals to our senses
4. Style – artful expression of idea
5. Theme – main idea or an underlying meaning of a literary work
 Directions: The leader of the group will pick a topic from the box (tone, diction, imagery, style and
theme). Questions are given to each group depending on the topic being picked. Each group will be
provided with manila paper and marker. You will be given 10 minutes to work with your group.
(After 10 mins, each group presents their output while the teacher is rating them using the rubric.
Feedbacks are given after every presentation of the group.)

RUBRIC FOR EVALUATING GROUP PERFORMANCE TASK

Category 5 4 3 2-1

Quality of Provides excellent Provides high Provides good Provides poor

performance quality quality quality quality
work/performance work/performance work/performance work/performance

Teamwork All members in the One or two members Three or more Only the team leader
team contributed to did not contribute to members did not works in the group
the work the work contribute to the
work
Effect on Audience is deeply Audience clearly Audience follows Audience is
audience engaged, eager to enjoys performance performance politely confused
follow performance
and responds
enthusiastically
Content The content The content The content The content
presented is strongly presented is presented is partially presented is not
evident to the theme evidently to the evident to the theme evident to the theme
of the story theme of the story of the story of the story

IV-Assignment
Study about the use of quotation marks.