Name: Monica Jane T.

Torda Cooperating Teacher: Marjorie Celis

Section: BSED 4C Date: January 16, 2019 Time: 7:00-8:00

A Detailed Lesson Plan in English Grade 9

I. OBJECTIVES

At the end of the 60-minute lesson, the students are expected to:

A. Determine the relevance and the truthfulness of the ideas presented in the
picture
B. Analyse literature as a means of understanding unchanging values in a
changing world
C. Relate text content to a particular social issues, concerns, or dispositions in
real life

II. SUBJECT MATTER

a. Topic: Dreams Deferred by Langston Hughes

b. Reference: Anglo-American Literature Learner’s Material
c. Materials: Anglo-American Literature Learner’s Material, Whiteboard,
Marker, pictures

III. INSTRUCTIONAL PROCEDURES

Teacher’s Activity Student’s Activity

A. Routine Activities

1. Opening Prayer and Greetings

Let us pray first, may I ask Let us pray. Almighty God (Student’s
(name of the student) to lead prayer)
the prayer?

Thank you (name of the

student).

Good morning, class! Good morning, ma’am!

Before you take your seats, (Students pick up the pieces of paper
kindly check if there are pieces arrange their chairs)
of paper under your chairs, pick
it up and arrange your chairs
properly.

2. Checking of Attendance
Now, let us check the
attendance. Row leaders, do we
have absentees today?
 Column 1. I am glad to report that everybody is
present in our row.
Column 2. I am glad to report that everybody is
present in our row.
Column 3. I am glad to report that everybody is
present in our row.

It is nice to hear that all are

present today.
B. Motivation
The teacher will show 4
pictures:

After
showing these pictures, the
teacher will ask several
students to state their
observation on the picture
given.

(Student 1), What do you see

or observe in the picture?
There are many species but one of them
is different.

(Student raises hand)

Good. Anything else?

Something is stopping only one species.

Yes?

So, based on these

observations, what comes into
your mind after looking at
those pictures?
(Students raises hand)
Yes?
There is an outcast or discrimination
 happening Ma’am.
Correct! Later, we will know
the connection of these
pictures in the poem that we
are going to discuss today.

C. Lesson Proper
Does anyone have a dream here? (Students give out various replies such
as “Of course ma’am” or “Yes Ma’am”,
etc.)

Can someone share his or her dream with (Student raises hand)
us? (Students give out various replies such
as “I want to be a teacher” or “I want to
be successful”, etc.)

So, what would you feel if those dreams Student 1: I will feel sad and hopeless.
are being set aside?

Right, Anything else? Student 2: I will feel frustrated

Let us all read the poem first and we will (students will read the poem)
know if you and the poet feels the same.

Thank you, Class! Based on just the title

itself, what do you think is the poem It talks about dreams that are being
talking about? deferred.

What does the word “deferred” means? It means withhold for a long time or
being delayed Ma’am.

That is right! The poem will probably talk

about dreams that are being delayed or
deferred.

The poet here is asking a question. What What happens to a dream deferred?
question is it?

Yes! Is the poet answering his question on Yes Ma’am

the latter part of the poem?

We will see after we discuss the poem.

On the second line:
Does it dry up Raisin means fruit and if a fruit is under
Like a raisin in the sun? the sun for a long time, it will dry up.
What does the phrase a raisin in the sun
means?

Correct! How about the next two lines? It means pain formed in the body due to
Or fester like a sore— delay treatment.
And then run?

Very Good! And the next line? Meat that is kept for a long time starts
Does it stinks like a rotten meat? giving bad smell.

Good! And the last line?

Or crust and sugar over— Sweets also rot if kept for a long time
Like a syrupy sweet?

So in this part of the poem, what is being Raisin in the sun, fester like a sore, stink
compared with the dream? like a rotten meat, like a syrupy sweet

Very good! So in this part of the poem, Poet wants to convey that just like
what does the poet wants to imply or those dreams if deferred or delay can
convey? also suffer.

So what does the poet feels? He is having doubts or questions in his

mind.

Excellent! Did he answer his question? No Ma’am.

Let us move on to the next part, What do He feels hopeless!

does the poet feels?

Right! The poet is having questions in his

mind he cannot find the answer.

Does anyone is familiar with the poet? He is Afro-American Ma’am!

What nationality is he?

The poet is an Afro-American living in Racism, Discrimination

America. What is happening in America
during that time?

Very good! Just like the picture, They are

experiencing discrimination.

Who can now tell me the dream of the He dreams for Equity, freedom,
poet, based on the poem? Equality.

E. Generalization

1. Summary of Concepts

So, who can now tell me the message of The poem is trying to tell us that if your
the poem? dream is being set aside, it will be
delayed. (Student 1)

The message of the poem is that do not

give up on our dreams despite of the
hindrances that we will encounter.

You are right!

Very good!

2. Values Integration
This poem is telling us that we will
encounter problems but we should not
let our dreams be deferred just because
of the problems and challenges that we
are facing.

F. Application
Now, Get a ½ sheet of paper crosswise.
Answer the questions below: (Students answer their activity)
What is your dream? What would you
feel if your dream is being deferred?
Relate the message of the poem into
your life. One paragraph only.

IV. ASSIGNMENT
Answer the crossword puzzle, Task 3 p. 427-429. Write your answers in a ½ sheet
of paper. Read also the drama “A Raisin in the Sun”.