COMPOSTELA VALLEY STATE COLLEGE

Montevista Branch
Purok 4, San Jose, Montevista, Compostela Valley Province
School Year 2019-2020
Lesson Plan for English 8
First Quarter

I. OBJECTIVES: At the end of a 60-minute discussion, 90% of the students are

expected to:

A. identify the features of the poem Africa;

B. appreciate the importance of the poem Africa through dramatization; and
C. interpret the poem.

II. SUBJECT MATTER:

A. Topic : African Literature: Africa by David Diop

B. Reference : Celebrating Diversity Through World
Literature
C. Materials : Paper, Printed Pictures, Visual Aids
D. Code Number : EN8LT-Ia-8.1
E. Learning Competency : Identify the distinguishing features of notable
African chants, poems, folktales, and short
stories
III. LEARNING PROCEDURE
A. Learning Activities
Teacher’s Activity Student’s Activity
“Good Morning Class!” “Good Morning Ma’am”

“Now may I request Janet to lead (Janet will lead the prayer)
the prayer.”

“Before you may take your seats (Students pick up the pieces of
kindly pick up some pieces [of paper)
papers under your chairs”

(Checking of attendance)
…say present if your name is called.. (Students raise their hands and say
present as the teacher calls in their
name)

“So how was your day? “

“That’s good to hear! “It was great Ma’am!”
For this morning, our discussion is
related to a country. Are you
 familiar with the song WAKA-
WAKA by: Shakira?
“Okay that’s great. So are ready to “Yes Ma’am”
sing?” “Yes Ma’am”
Warm Up
So let’s sing it together.
“What can you say about the song?” (The students sing the song.)
“How could you say so?” “Ma’am it is fun and nice.”
“That was good to hear. Another “It keeps us energized”
last question, So based on the lyrics
what particular country was being “Africa Ma’am”
mentioned?

Motivation:
For this morning we will be having
an activity, and that’s activity is (Each students proceed to their
entitled “Fix Me I’m Broken”. So respective groups)
listen carefully for the instruction.
But before that I will divide the
class into four (4) groups. First row
will be the group one, second row
will be the group two and so on.
Each group will be given a puzzle.
You will arrange it within 1 minute.
Class this activity corresponds to
10 points, but the first group to
finish the task will have an
additional 5 points.
(The teacher will provide a set of
puzzled pictures in each group.)
“Are we clear?”
“How do you find the activity?” “Yes Ma’am”
“Ma’am it is quite challenging and a
“What can you say about the little bit confusing.”
puzzles? May ask the group one.” (Group one answered)
“How about the group two” “The picture shows slavery Ma’am”
(Group Two)
 “Group three?”
“For group four?”
“Okay, very well said and thank you
for your cooperation. So now let us
proceed to our proper discussion.
“Ma’am it is about malnutrition”
“ Ma’am the picture shows
struggles”
“Black people Ma’am”

Discussion:
Let us read the poem and let us find
out their life situation in expressing
through the poem written by David
Diop.
Africa
by David Diop
Africa my Africa
Africa of proud warriors in
ancestral savannahs
Africa of whom my grandmother (The students read the poem)
sings
On the banks of the distant river
I have never known you
But your blood flows in my veins
Your beautiful black blood that
irrigates the fields
The blood of your sweat
The sweat of your work
The work of your slavery
Africa, tell me Africa
Is this your back that is unbent
This back that never breaks under
the weight of humilation
This back trembling with red scars
And saying no to the whip under
the midday sun
But a grave voice answers me
Impetuous child that tree, young
and strong
 That tree over there
Splendidly alone amidst white and
faded flowers
That is your Africa springing up
anew
springing up patiently, obstinately
Whose fruit bit by bit acquires
The bitter taste of liberty.

“What does the author trying to

convey about the poem “Africa?” “The author seeks a freedom for
“After reading the poem, what tone African people.”
does the speaker used in the “In the first and second stanza the
poem?” speaker used sad tone because of
the tragic happens in their lives
and while third and fourth stanza
the speaker used proud tone
because despite of all struggles and
humiliation they still have the
courage to fight and rise for their
right.”
Application
“Since you already understand the
poem, let us have another activity
entitled: Act It Out”.
“With the same group, you will
interpret the poem Africa through
dramatization. You will be given 5
minutes to practice and 3 minutes
to perform the task. You will be
graded through a rubric.

IV. EVALUATION:
Instructions: Instructions: In a one (1) whole sheet of paper, list down the
literary devices used in the poem Africa.
V. ASSIGNMENT:
 Instructions: Research about the notable poems of American Literature and
write it in a 1 whole sheet of paper.

Prepared by:
Group Two(2)