Tuesday, January 10, 2017

Detailed Lesson Plan in Teaching English X

I. Objectives

At the end of the lesson, students are expected to:

a. realize the feminine side of nature and appreciate its importance

b. explain how the elements specific to a selection build its theme

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)
Values: Once we accept our limits, we go beyond them.
Materials: strips, rubric, markers, manila papers, chalk

III. Procedure

Teacher’s Activity Students’ Activity

A. Preparation

a.1. Preliminary activities

 Opening prayer
 Checking of attendance
 Getting the students’ attention

a.2. Review

Class, who can remember the activity that we

had yesterday?
(Students raise their hands)
Yes ___________? We had a group activity and we are tasked to write
down the differences and similarities between Mother
and Earth.
Yes. Exactly! Are there anymore concerns
regarding their differences and similarities? None, ma’am.

Great! So what is Mother Earth as a general? Mother Earth is a common personification of nature
that focuses on the life-giving and nurturing aspects
of nature by embodying it in the form of the mother.
That’s right.

a.3. Motivation

Now, we are going to tackle a beautiful poem

written by a French author Charles Baudelaire
and translated to English by William Aggeler.

Have you read the poem “Song of Autumn”? Yes, ma’am.

Very good. I presume that we will be having a

smooth transition of our lesson. This poem can
be related to the condition of our Mother Earth
in this present time. So, are you now ready? Yes, ma’am.

B. Presentation
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The teacher presents the poem which has a title

“Song of Autumn” (See p. 317).

b. 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.

Column A

1. plunge
2. vivid
3. dismal
4. clatter
5. pavements
6. atremble
7. scaffold
8. battering
9. lulled
10. haste
11. boudoir
12. hearth
13. scapegrace
14. avid
15. torrid

Column B

a. noise
b. paused
c. jump
d. fireside
e. hot
f. eager
g. bedroom
h. breaking
i. movable platform
j. shaky
k. driveway
l. fake
m. clear
n. rush
o. evildoer
p. gloomy

Sentences:
1. We shall soon plunge into another season of
the year.
2. He bade farewell to the vivid brightness of
summer and welcome the cold breeze of winter.
3. During autumn, I can hear the dismal sound
of twigs falling on the streets.
4. No one spoke and the only sounds heard were
the clatter of falling leaves.
5. I walked through the courtyard pavements.
6. John was atremble with emotion as he listened
to each falling log.
7. A scaffold has been built to make their work
much easier.
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8. The door was made to stand the battering of a

siege.
9. It was as if I was lulled by these monotonous
shocks.
10. Because of the tragedy happened in their
city, people are making coffins in great haste to
formally bury their dead families.
11. Even your boudoir cannot replace the
warmth given by the sun.
12. Stephen had lit a fire in the hearth.
13. A mother would still love his child even he
is a scapegrace.
14. Since death is avid to come, tombs are now
waiting.
15. I mourn for the white, torrid summer!

b.2. Raising of Motive Questions

Since we have unlocked some of the difficult

terms in the poem, what do you want to know in
the story? Do you have questions in your mind
that you want to ask? Why was the poem entitled “Song of Autumn”?
(Students raise their hands)
Yes, __________? None, ma’am.

Very sensible question. Thank you. Another.

Okay.

C. Discussion

The teacher will conduct an oral reading. She

asks the students on the guidelines of oral
reading (expecting that a 10th grader knows it
already).

READING…
AFTER READING…

So let’s go back to the question raised by one of

your classmates. Why was the poem entitled It is because autumn in the poem means coming of
“Song of Autumn”? the cold, of sickness, of hunger and lean times of a
Yes, __________? person’s life.

Very good!

The teacher asks students questions just as

follows
Autumn represents sickness, old age or retirement.
a. What do autumn, summer and winter Summer is associated with youth and new. Winter
represents? refers to owns death.

Our earth is already declining in strength. The

b. How would you relate the title of the poem to resources that we once have are slowly diminishing.
what is happening now to the Earth?

c. What do the following lines suggest? It represents the anxiety within the poet.
1. That somewhere they’re nailing a coffin, in Changes do occur in our lives.
great haste
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2. Sweet beauty, but today all to me is bitter We should accept our fate – to die.
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 Yes, ma’am. (student will relate it to real life)
real-life situations by sharing your own,
personal experience/s.

to find out whether or not they have understood

the poem. If the result is positive, the teacher
will then proceed to the activity to deepen the Students cooperate with their group.
understanding of the students. However, if the
students did not understand the poem being read,
the teacher must go back to the material and
dissect each paragraph.

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.

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

A rubric is presented before the activity. (See

separate sheet)

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.)
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IV. Remarks/Reflections

V. Assignment

Study about the use of quotation marks.

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Tuesday, January 10, 2017