I.

Objectives
At the end of the lesson, the students should be able to:
a. note significant details from the poem read;
b. show appreciation on the different cultures and traditions of Africa; and
c. draw or illustrate the images seen in the poem.

II. Subject Matter

Topic: Note Interpretation: Africa’s Plea by Roland Tombekai Dempster
References: Teaching Guide, pp. 56-58
African Cultures and Traditions – Victoria Falls Guide
Materials: speaker, laptop, projector, coloring materials (for students)

III. Procedure

Teacher’s Activity Student’s Activity

a. Preparatory Activity
1. Prayer
The teacher will ask someone from the The students will pray in silent while the
class to lead the prayer. chosen student will lead the prayer.

2. Greetings
The teacher will say, “Good morning The students will reply, “Good Morning Sir
class! Renon!” “Good morning Ma’am Ramos and
teachers.”

3. Classroom Management
The teacher will say, “Before you take The students will pick-up the pieces of paper
your seat, kindly pick-up those pieces of and arrange their chairs properly.
paper under your chair and arrange your
chair properly.”

4. Checking of Attendance
The teacher will ask the secretary of the The student will answer, “No Sir, we don’t
class, “Ms. Cauilan, do we have any have any absent today.”
absent today?”

5. Review/Recall of the Past Lesson

The teacher will ask the class, “What Students will answer:
was our last lesson that we discuss? We discussed about Informative Speaking
and the Turn-taking Strategies used in
Conversation.

b. Pre-Reading
The teacher will let the students analyze
some pictures or videos and after that, he
will call someone from the class to share
their thoughts or opinions about the pictures
or videos shown.

African people love to sing as it plays an

integral role on their ceremonies and
1. literature.

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 Dancing also plays an important role on their
ceremonies and rituals.
2.

African masks represent a spirit of their

ancestors to seek guidance or wisdom from
them.
3.

Bracelet (beadworking) usually symbolizes

love.

4.

They express their feelings through art.

5.
They are rich in meaning and reflect their
- What can you say about Africa’s culture story as a nation.
and traditions? Just like them, we Filipinos love to sing and
- Do you think we have some similarities? dance, taking the examples of our rich
Cite an instance. traditional dances.
We Filipinos love to show our feelings and
emotions through Art. (sculptures and
paintings)

c. Unlocking of Difficulties
The students will identify the meaning
of the underlined words through context. appeal; an earnest request
1. Her plea to the judge was not accepted. interfere
2. Julia always meddles on her sister’s
conversation with her boyfriend. personal business
3. “The president’s affair with some AFP
Generals is quite disturbing,” said the
Vice President to a news reporter. unjust
4. At times like these the legal system
appears inhumane and unfair.
5. “The unwise man believes a gossip and foolish, lacking wisdom or good sense
spreads it to others,” said Mrs. Lorenzo
to her students.

d. Background of the Author Fullname: Roland Tombekai Dempster

The teacher will ask the students to give Place of Birth: Toson (on the banks of Lake
some information about the author of the Piso) Grand Cape Mount
poem, Roland T. Dempster. County, Liberia
Notable works: Mystic Reformation of
Gondolia (1953) and A Song out of

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 Midnight: Souvenir of the Tubman-
Tolbert Inauguration (1960)

e. Reading of the Text

The teacher will ask someone from the
class to read the poem aloud and later, the
teacher will let the students read the poem
silently. (students will listen to a music
while they are reading the poem)

f. Discussion
The teacher will ask the students some
questions for further understanding of the
poem. The line that expresses African qualities is
1. Which line expresses African qualities? line 22 because the Africans show how
Explain briefly. courageous they are and that they are not
afraid of being what they are despite the
oppositions of others.

They are craving for freedom and chance to

2. What do you think they (Africans) are be heard and be who they are.
craving for?
Yes, by fighting for their rights even if their
3. Do you think there is a way of liberating lives are at stake.
themselves from slavery? In what way?
Yes. We can see discrimination on Africans
4. Does discrimination exist in African on lines 8 and 9, 10-13.
society? Single out lines from the poem Answers may vary.
that prove this claim. Explain it briefly.
They yearn for freedom and despise slavery
5. What does the poem reveal about the and also, they want to be heard.
African character?
They are resilient and brave to speak up for
6. What does it reveal about the psyche or themselves amidst widespread
temperament of the Africans in response discrimination.
to the challenges of modernity?

g. Valuing Be considerate to others; show gratitude;

1. How do you show respect to other compliment the achievements of others; be
people? sincere; keep your promises; respect others
ability.

Yes, by defending and helping those who are

2. Do you help those who are being bullied being bullied and confronting those who
in class? How? bully other students by telling them that it is
inappropriate and disrespectful.

Yes. In classroom: students prefer to be

3. Does discrimination or racism still grouped with the smart ones. In society: the
observed nowadays? Cite some rich are given much priority than the poor. At
examples. home: favoritism that causes sibling rivalry.
h. Generalization
Africa is rich in culture and unique in terms of traditions, customs and culture.
These shape its unique identity as a race and as a nation.
In the poem, “Africa’s Plea” by Ronald Tombekai Dempster, it shows the courage
and perseverance of the African people toward self-identity and to achieve freedom.

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i. Post Reading
Activity 1: Character Analysis Model
Students will be grouped into 4. They will explain or characterize the role and
action of the Africans based on the poem by answering the questions in the box.
Group 1: “What does he say?” = The 1st group will reveal what the Africans are saying
about their condition as stated on the poem.
Group 2: “What does he think?” = The 2nd group will reveal the Africans thoughts about
their condition.
Group 3: “What does he feel?” = The 3rd group will reveal the Africans feeling and
emotions about their condition.
Group 4: “How does he act?” = The 4th group will reveal how the Africans acted on the
conditions they’ve experienced.

Activity 2: Poetry Interpretation

Each will draw/illustrate some images seen in the poem. They will also assign one
member to explain their output/work.

IV. Assignment
Write at least 2 – 3 stanza poem about our country’s liberty and freedom in
relation to the Africa’s plea. Write it in a whole sheet of paper.