LESSON PLAN IN ENGLISH G8

The learner demonstrates communicative competence through

PROGRAM his/ her understanding of literature and other texts types for a
STANDARDdeeper appreciation of Philippine Culture and those of other
countries.
The learner demonstrates communicative competence through
GRADE LEVEL his/ her understanding of Philippine Literature and other texts
STANDARD types for a deeper appreciation of Philippine Culture.
The learner demonstrates understanding of: South and West
Asian literature as an expression of philosophical and religious
beliefs; information flow in various text types; reality, fantasy,
CONTENT STANDARD and opinion in listening and viewing materials; word decoding
strategies; and use of information sources, active/passive
constructions, direct/reported speech, perfect tenses, and logical
connectors in journalistic writing.
The learner transfers learning by composing a variety of
PERFORMANCE journalistic texts, the contents of which may be used in
STANDARD composing and delivering a memorized oral speech featuring use
of properly acknowledged information sources, grammatical
signals for opinion-making, persuasion, and emphasis, and
appropriate prosodic features, stance, and behavior.

I. OBJECTIVES
At the end of the lesson, the students are expected to:
1. Identify notable genres contributed by South and West Asian writers;
(LC code: EN8LT-IVc-13)
2. Identify the distinguishing features found in the text contributed by South and
West Asian writers. (LC code: EN8LT-IVc-13.1)

II. SUBJECT MATTER

Topic: “Africa” by David Diop
Reference: Voyages in Communication, pp. 511
Materials: PowerPoint Presentation, photocopy of the text, visual aids

III. PROCEDURE
A. Daily Routine
Checking of attendance
B. Activity
1. Motivation
If there is someone forcing you to do something what would you
feel???
Would you accept the punishment??

2. In this sense, we may conclude that once you are forced by someone
with respective punishment, we may call it slavery. Let us read and
study the poem entitled , “Africa” by David Diop and let us see if the
Africans experience slavery.
C. Analysis
Answer the following questions to check how well you understood the
listening text.
 1. What is the poem about?
2. What does “ancestral savannahs” mean?
3. Why does the poet claim, “I have never known you; But your
blood flows in my veins?”
4. Why is Africa’s back bent?
5. How does the writer end the poem?

D. Abstraction
This poem is written by David Diop - A Black African who was born in
France in 1927. His father was from Senegal and his mother from Cameroon
and he grew up in France and West Africa aware of both cultures and traditions.
He was deeply concerned by the question of independence from colonial rule.

This poem is a dramatic monologue where the speaker seems to be in

conversation with Africa. The poem can be thematically divided into three
parts; pre colonial Africa, colonial Africa and post colonial Africa.

THEMATIC ANALYSIS.
1. Colonial Torture And Exploitation
2. Oppression And Humiliation
3. Identity And Awareness
4. Effects Of Colonialism

SIFT Method for Analyzing Literature

S- Symbol
An object, person, or place that has meaning within itself but stands for
something else in the context of the story.

I- Imagery
When an image is evoked through the use of really descriptive language
F- Figurative Language
Includes (but is not limited to) simile, metaphor, hyperbole, repetition,
alliteration, among others
T- Tone and Theme
Tone is the attitude and the author takes on the subject he/she is writing
about
Theme = Plot + Tone

E. Application
Activity 4: Literature as Communication
Writers communicate their ideas in varied ways. Some write stories while
others articulate their perspectives through verses or poems. According to
Angeliki Cocono, “Literary communication is the contact between the author
the reader. The writer sends a message through his text and the audience
receives it. The next comes to life and serves its purpose only when it
communicates with the reader.”
Determine how the poet, David Diop convey his perspective message to
their readers through the use of literary tools. Fill out the Poetry Analysis
Concept Map found below:
POETRY ANALYSIS TABLE (SIFT)
SIFT AFRICA
Symbol
Imagery

Figurative Language

Tone and Theme

IV. EVALUATION
Compare and contrast the changing perspective of the author towards Africa. Cite
lines from the poem to prove your answer
V. ASSIGNMENT
Read and study the poem Telephone Conversation by Wole Soyinka.

Prepared by:

JULIET ANNE B. ALO

SST-1