Detailed Lesson Plan

in English 10

PROGRAM STANDARD
The learner demonstrates communicative competence through his/her understanding of
literature and other texts types for a deeper appreciation of Philippine Culture and those of
other countries.

GRADE LEVEL STANDARD

The learner demonstrates communicative competence through his/her understanding of
literature and other text types for a deeper appreciation of World Literature, including
Philippine Literature.

CONTENT STANDARD
The learner demonstrates understanding of how World Literature serves as a way of
expressing and resolving one’ personal conflicts through using strategies in linking, textual
information, repairing or enhancing communication, and crafting formal/informal word
definitions; the ethics and strategies of public speaking; and using of emphasis markers in
persuasive texts.

PERFORMANCE STANDARD
The learner transfers learning by composing short persuasive texts using a variety of
techniques/devices and words and expressions that emphasize a point, particularly modals
and reflective and intensive pronouns.

I. OBJECTIVES
At the end of the lesson, the students should be able to:
a. deduce the meaning of the expressions that are used in the poem;
b. determine tone, mood, technique, and purpose of the author (EN 10LT-Ie-2.2.3);
c. react intelligently and creatively to the poem listened to; and
d. reveal the personal significance of forgiving and letting go.

II. SUBJECT MATTER

Topic: Blue Roses by Rudyard Kipling
References: Celebrating Diversity through World Literature
English Learners Material 10, pp. 373,
https://m.youtube.com/watch?v=ywCSpWeRX8E,
www.kiplingsociety.co.uk/rg_blueroses1.html
Materials: strips of paper, box, balloons, roses, pictures, visual aids, speaker, laptop, LCD
projector, chalk, chalkboard
Skills: Listening, Viewing, Reading, and Speaking
Values Infused: forgiving and letting go

III. PROCEDURE
 Teacher’s Activity Students’ Activity

A. PREPARATORY ACTIVITIES
a. Daily Routine
Good morning, class!
Good morning, ma’am!
Please remain standing and let’s feel
the presence of the Lord.
(The students will pray.)
Before you take your seat, pick all
the trashes around you.
(The students will follow the
instruction.)
Ms. secretary, kindly check the
attendance.
Yes, ma’am!
b. Motivation
Okay, class, we have a very
interesting topic for today. Listen
attentively and participate actively
for you are expected to be swayed by
the emotional implications of our
topic.

To start the day, I will ask you a

question that will probably change
the way you feel. Are you ready,
class?
Yes, ma’am!
Is there someone who hurt your
feelings before? Or is there someone
who is hurting you right now and
making your heart shatter into tiny
pieces?
Yes, ma’am!
I want two students to share their
experience. Who wants to volunteer?
S1: I dedicate almost all my time to my
first love, but in the end he left me
with a shattered heart.
S2: My love one promised that he will
come back but he didn’t.
Thank you for sharing. Now, class, I
will be giving each of you a strip of
paper. What I want you to do is to
write the name of the person who
once or repeatedly hurt you on the
strip of paper.
(The students will follow the
 instructions.)
Now, class, if the wound created by
the person is still fresh and if you
haven’t forgiven that person, I am
giving you this chance to let go of
that wound or hurt feelings and to
forgive the person who hurt you. You
can drop the strip of paper given to
you in this box. We will send this
box to God as the balloons take it to
the sky. Let us just think that our hurt
feelings will be mended by the love
of God. Those who are willing to
forgive and to let go of their hurt
feelings, you can now drop your strip
of paper here in this box.
(The students will follow the
instructions.)
Good decision, class! Now, who
wants to accompany me in sending
this box to God?
(The students will volunteer.)

B. DEVELOPMENTAL ACTIVITIES
a. Presentation of the Lesson
What did you feel as you let go of
your hurt feelings or as you try to
forgive the person who hurt you?
My feeling is lightened, ma’am!
Now, do you agree that when you
store hurt feelings inside you, your
system will be poisoned?
Yes, ma’am!
Why did you say so?
Anger always wants me to take revenge
especially when I see him smiling. It
feels like he wants to show me that I am
nothing, that he never loves me.
That’s right! We should forgive those
persons who hurt us before our hurt
feeling grows.

Now, class, based from the activity

we did, what do you think is our
topic for today? I think our topic for today is about hurt
feelings, forgiveness, and letting go,
ma’am.
Absolutely! This day, we are going to
indulge ourselves in a poem titled
“Blue Roses” by Rudyard Kipling.
b. Unlocking of Difficulties
For you to easily understand what the
poem wants to convey, let us unlock
the meaning of the ambiguous and
confusing words that are used in it.

I have here rebus puzzles. What I

want you to do is to determine the
difficult words that are used in the
poem through these rebus puzzles.
This will be a group activity. I will
divide the class into 4 groups. Each
group will be given one rebus puzzle
to answer. After determining the
difficult words, you also need to
determine their definitions.

To help you determine their

definitions, I used the words in
sentences for context clues. Is it
clear, class?
Yes, ma’am!
If so, count 1 to 4.
(The students will follow the
instruction.)
The first group will determine the
word in the first rebus puzzle. The
second group will determine the word
in the second rebus puzzle. The third
group will determine the word in the
third rebus puzzle. While the word in
the last rebus puzzle will be
determined by the last group.

I will give you 3 minutes to determine

the word in your rebus puzzle. After 3
minutes, I will show you the
definitions and the context clues for
you to determine the definition of the
difficult words. Did you understand,
class?
Yes, ma’am!
If so, you may now proceed to your
respected place and begin doing the
activity.

1. The pilgrim begins his quest to a
holy place.
2. He made me laugh with his silly
jest.
3. Peter bought a posy of flowers for
Lara.
4. She ignored my idle advice for her.
jest – something said or done to
cause laughter
idle – not having value
posy – a small bunch of flowers
quest – a journey made in search for
something

Job well done, class! Stay with your

group mates for you will be given
another activity later on.

c. Discussion
We are now ready to proceed to the
poem. But before that, let me first
orient you with the author’s
background.

Rudyard Kipling was an English

journalist, short-story writer, poet and
novelist. His real name is Joseph
Rudyard Kipling. In 1880, at the age
of fourteen, Kipling had encountered
Flo Gaggard, a beautiful girl of
fifteen. Kipling fell in love with her.
He wrote a number of poems for and
about Flo. He even considered
himself engaged to her. However, Flo
evidently wrote to break off any
understanding between them.
This sad love story of Kipling has
something in connection to the poem
he wrote which is “Blue Roses.”

Now, class, listen as I read the poem. (The students will listen.)
You can follow me through your
eyes.
(The students will read the poem.)
This time, you will be the one to read
the poem.

For us to gradually understand the

poem, we have to analyse it by
dividing it to verses.

The first group will analyse the first

stanza. The second group will analyse
the second stanza. The third stanza
will be analysed by the third group.
And the fourth stanza will be analysed
by the last group.

You are only given 5 minutes to

analyse the stanza given to your
group. Consume your time wisely for
you to come up with a good analysis
that one or two among your group
mates will share afterwards. Is that
clear, class?
Yes, ma’am.
The most behaved group will be given
plus points. Now, without making
unnecessary noise, begin doing the
activity.
(The students will follow the
instruction.)
(After 5 minutes, the students will
present.)
 Stanza 1
Roses red and roses white
Plucked I for my love’s delight.
She would none of all my posies –
Bade me gather her blue roses.

The persona states that he plucked red

Stanza 2
Half the world I wandered through,
Seeking were such flower grew.
Half the world unto my quest
Answered me with laugh and jest.
and white roses for his love one, but his
love one is not satisfied. She begged the
persona to get her blue roses. In this
stanza, the red roses convey deep or
genuine love. It is the real expression of
love. While the white roses convey
purity.

The persona searched places to find blue

Stanza 3
Home I came at wintertide,
But my silly love had died
Seeking with her latest breath
Roses from the arms of death.
roses. However, he found nothing but
laugh and jest from other people. The
phrase “half the world” was used two
times to highlight the effort and
sincerity of the man in showing his love
to his love one.

Figuratively, the man didn’t come home

Stanza 4
It may be beyond the grave
She shall find what she would have.
Mine was an idle quest –
Roses white and red are best!
in wintertide. It’s not his love one who
died. He came back empty-handed and
tired. For the last time, he sought for his
love one to love him, but she didn’t. The
words, “latest breath and death” in this
stanza are tied with the meaning of the
blue roses. Blue roses represent the
unattainable love of the persona’s love
one. It is then clear that the persona had
no chance even at the beginning.

In this stanza, the persona finally came

into realization that he needs to let go of
the girl who can’t love him back. In his
 idle journey of finding blue roses, he
realized that true, genuine, and pure
love (red and white roses) are the best.
He realized that there’s no joy in a love
that was forced. There’s no point in
fighting for something or someone
unattainable.
Good job, class! For us to further
understand the poem, I will show you
a picture story. I have here sequential
pictures. These pictures convey a
story which resembles the hidden
story within the words used in the
poem. As I show you these pictures
one by one, I want you to create a
narrative statement about them. Is
that clear, class?

If that’s the case, let’s begin. Yes, ma’am!

What does this first picture imply?

The man confesses to the girl. He gives

Absolutely! If this sequential pictures her a flower.
resembles the message of the poem,
what do you think is the response of
the girl?

The girl demands something The girl demands something different.

different or she might say:
 What happened in the next picture?

Precisely! What do you think is the

response of the girl?

The man returns and gives the girl a

gift.

The girl said:

That’s right! What happened next?

Exactly! And what is again the

response of the girl?

The man returns on the third day and

begs the girl to love him.
That’s correct! What happened when The girl said:
the man returns on the fourth day?

Absolutely! And what happened in

the last picture?

The man sees the girl and she is with

someone else.
That’s correct!

d. Comprehension Check-up
Did you understand the message of
the poem, class?

That’s great! Who is the persona in

the poem?
The man is drinking alcohol. He realizes
that a love which is being forced is not
Very good! Now, class, I will genuine. He realizes that even at the
highlight some phrases and words in beginning he doesn’t have a chance.
the poem.

Roses red and roses white

Plucked I for my love’s delight.
She would none of all my posies –
Bade me gather her blue roses.
Yes, ma’am!
Half the world I wandered through,
Seeking were such flower grew.
Half the world unto my quest The persona in the poem is a man who
Answered me with laugh and jest. was hurt in seeking for true love.

Home I came at wintertide,

But my silly love had died
Seeking with her latest breath
Roses from the arms of death.

It may be beyond the grave

She shall find what she would have.
Mine was an idle quest –
Roses white and red are best!

Based from the underlined phrases or

lines, what is the tone of the persona
in the first and second stanza?

Exactly! How about in the third

stanza?

That’s right! And how about in the

last stanza?

That’s correct! Now, class, what does

red rose convey?
 Precisely! How about white roses?
Absolutely! And how about blue
roses?
Very good!
e. Generalization
Upon analysing the poem, what lesson
have you learned from it?
Very well said!
f. Application
For your next activity, I have here
four roses (red, 2 whites, blue). There
is an activity and criteria attached in
each rose.
For the leader of each group, you
need to come in front and pick one
rose. After picking one rose, each
leader needs to read the activity and
criteria attached to the rose.
His tone is hopeful.
The tone of the persona turns into
sorrowful.
The tone of the persona in the last
stanza is enlightened.
Red roses convey deep feeling or
genuine love.
White roses represent purity.
Blue roses symbolize the unattainable.
S1: We should seek for true love and let
go of someone who is not destined
to be with us.
S2: We should not store anger within us
no matter how hurt we are.
(The students will follow the
instructions.)
BLUE ROSE
-Construct a poem about letting go.
Criteria:
Content 10
Creativity 8
 Organization 7
Discipline 5
30 pts.

RED ROSE
-Make a slogan about true love.

Criteria:
Content 10
Creativity 8
Organization 7
Discipline 5
30 pts.
You are given 10 minutes to
accomplish your tasks. After 10 WHITE ROSES
minutes, one or two members from -Write a letter to someone who had been
each group should present their true to you.
output in front. You may now
begin doing the activity. -Write a letter to someone who hurt you.

Criteria:
Content 10
Mechanics 8
Organization 7
Discipline 5
30 pts.

(The students will do the activity.)

IV. EVALUATION
Your next activity will be individual. I will play a video. After playing the video, you will
be given 5 minutes to write a short paragraph by answering the question, “What is the
resemblance of the video to the message of the poem?” Write your answer in a ½ sheet of
paper (crosswise).

Criteria:
Content 10
Mechanics 5
Organization 5
20 pts.

V. ASSIGNMENT
Read the excerpt of the short story, “Kaffir Boy” by Mark Matahbane on page 460-462
and answer the comprehension questions in a ½ sheet of paper (crosswise).