LEARNING PLAN

ENGLISH 9 – FIRST QUARTER

GRADE 9 UNIT TOPIC : POETRY THAT SPANS TIME AND DISTANCE
LESSON 2: SOUND DEVICES IN OLD ENGLISH LYRICS

UNIT STANDARDS

CONTENT STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing,
assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to
participate actively in a speech choir.

PERFORMANCE STANDARD
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery,
Facial Expressions, Body Movements/ Gestures and Audience Contact.
LEARNING COMPETENCIES:

EN9LT-Ib-14: Analyze literature as a means of discovering the self

EN9V-Ig-12.3: Note types of context clue (restatement, definition, synonyms, antonyms) used for a given word or expression
EN9LC-Ib-6.2: Infer thoughts, feelings, and intentions of the speaker
EN9WC-Ih-3.6: Use literary devices and techniques to craft poetic forms
EN9OL-Ib-1.15: Use the appropriate segmentals (use of English) and suprasegmentals or prosodic features of speech when delivering lines of poetry and prose
in dramatic and conventional speech choirs
LEARNING TARGETS
 Identify word meanings through synonyms
 Reflect on how challenges in life make one a better person
 Identify poetic devices
 Contrast alliteration, assonance, and consonance from one another
 Identify adjective clauses and the words they modify
 Listen to the rhythm of the poem
  Respond to poetry through various strategies
 Compose a poem
 Present a simple verse choir
EXPLORE
Literature:
Activity 1. Do you "Sea" It? The teacher will play a short video clip of two seas: a calm and beautiful one and one with a raging storm. The students will share
what they felt upon seeing both clips.
Activity 2. Vocabulary Check. The students will answer the vocabulary exercises on their book.
FIRM UP
Literature:
Activity 3. Reading and Interpreting a Poem, Using the Cooperative Structure. The students will form groups with five members each to answer the
Comprehension Check activity on their book.
Activity 4. Identifying Poetic Sound Devices. The students will identify the poetic sound devices used in the lines given whether they exemplify assonance,
consonance, or alliteration.
Grammar:
Activity 1. Find It! The students will read and analyze the sentences on the activity and underline the adjective clause and encircle the word it modifies.
DEEPEN
Literature:
Activity 5. Values Appreciation. The students will answer the questions about the poem “The Seafarer” on their book.
Activity 6. Composing a Poem Collaboratively. With the same groupings that the students had earlier, they are to compose a ten-line poetry using any of the
following poetic devices: alliteration, assonance, and consonance. They may use any of the following themes: heroic courage, nationalistic freedom,
environmental concerns, patriotic pride, social responsibility, Youth's responsibility in Saving the Environment.
TRANSFER
Activity 7. Present It! Using the poem that the students have composed, they are to prepare a simple verse choir presentation. They need to arrange their poem to
highlight the alliterative, assonant, and consonant sounds. For example, they may repeat the words with the alliterative sounds and serve as a refrain or echo.

G-Aims to gauge the students’ understanding and application of the poetic devices
R-Verse choir members
A-Teacher and students
S-In accordance to the celebration of the Philippines’ Independence Day, the students are tasked to present the poem they had created to instill national pride and
increase people’s nationalism, patriotism and environmentalism
P-A poem that contains poetic devices such as alliteration, assonance, and consonance
S-Content, Creativity, Presentation and Poetic Devices
 Rubrics For The Simple Verse Choir Presentation
Criteria 4 3
Excellent
Content The message of the verses is
stimulating that the audience will
be able to see, hear, think, or feel
about the poem in a new way.
Style/Uniqueness of Very clear that planning
Presentation and effort went into a
uniquely done
presentation. Great
rhythm.
Posture and Eye Contact Stands up straight, shows
confidence, establishes eye
contact with everyone in the
room throughout the
presentation.
Enthusiasm & Expression Facial expressions and body
language generate a strong
interest and enthusiasm about the
topic in others.
Audience Response Points made in a very creative
way and held the audience’s
attention throughout.
Poetic Devices There were 8-10 poetic devices
present
Prepared by:
MAYBELL C. GONZALES
English 9 Teacher
2 1
Satisfactory Fair Poor
The message of the The message of the The message of the
poem is clear that the poem is vague that the poem takes a great deal
audience will be able to audience will be of effort to understand at
see, hear, think or feel somewhat able to see, all that the audience
about it. hear, think or feel about cannot see, hear, think or
it. feel about it.
Good rhythm. Group Completed poem with no added Just said poem with no
attempted to add a creativity. inflection, etc. Could not
creative and unique complete.
edge.
Stands up straight and Sometimes stands up straight and Slouches and/or does not look at
establishes eye contact with establishes eye contact. people during the presentation.
everyone in the room during
most of the presentation.
Facial expressions and body Facial expressions and body Very little use of facial
language sometimes generate language are used to try to expressions or body language.
interest and enthusiasm about the generate enthusiasm, but seem Did not generate much interest in
topic in others. somewhat forced. topic being presented.
Held the audience’s attention Presentation went off topic and Incoherent; audience lost interest
most of the time. lost the audience; mostly and could not determine the
presented verses with little or no point of the presentation.
imagination.
There were 5-7 poetic devices There were 2-4 poetic devices There were 1-2 poetic devices
present present present
Checked by:
MS. NERISSA S. DELOS REYES
Junior High School Principal