Learning Area English

Learning Delivery Modality Online Modality (Learners- Led Modality)

School Gen. Emilio Aguinaldo NHS Grade Level Grade 9

LESSON Teacher Kristin Love Jumalon-Layague Learning Area English
EXEMPL Teaching Date November 19, 2021s Quarter 2nd Quarter
AR Teaching Time No. of Days
9 am 1 day

I. OBJECTIVES At the end of the lesson, learners are expected to:

a. MELC 4, Make connections between texts to any concerns

or dispositions in real life
b. Discuss the connection of the poem to oneself
c. Reflect on the poem’s message

A. Content Standard The learner demonstrates an understanding of how Anglo-American literature

and other text types serve as means of connecting to the world; also how to use
ways of analyzing one-act play and different forms of verbals for him/her to
skillfully perform in a one-act play
B. Performance Standard The learner skillfully performs in one-act play through utilizing effective verbal
and non-verbal strategies and ICT resources based on the following criteria:
Focus, Voice, Delivery, and Dramatic Conventions.
C. Most Essential Learning Competencies MELC 4: Make connections between texts to particular social issues, concerns or
(MELC) dispositions in real life
(if available write the indicated MELC)
D. Enabling Competencies
(if available write the attached enabling competencies)

II. CONTENT MAKING CONNECTIONS

III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages G9 Pivot IV-A Learners’ Materials
b. Learner’s Guide Pages LAS, English 9, 2nd Quarter
c. Textbook Pages 147-148
d. Additional Materials from https://www.poetryfoundation.org/poems/45321/crossing-the-bar
Learning Resources
B. List of Learning Resources for
Development and Engagement
Activities
IV. PROCEDURES
A. Introduction As a student, you need to have a better understanding of a variety of ideas and
opinions revealed from the issues in the materials you are about to read. Honing your
ability to relate to different materials will improve your understanding on contents and
eventually make connections on themes or message of the texts to your personal
experiences, to other materials and to the world as well.
At the end of this lesson, you will:

(1) learn how to make connections between texts to particular issues, concerns and
dispositions in life.

(2) discuss the meaning of the poem and its connection to one’s self

(3) reflect on the poem’s theme

Learning Task #1: I remember it well!

Identify the kind of communicative style in the following pictures:

Constructivism ( the students are tasked to
analyze a picture-scene presented)

LEARNING TASK 2: ONLY REMINDS ME OF?

Examine the box below and tell what you are reminded of it.

Start your sentence by saying – This ______ reminds me of _________.

Example:

The picture reminds me of my family’s vacation in the province prior to the

pandemic.

Are you ready?

How did you able to answer the activity? What did you do to come up with your
answers? (Use experiences to Connect)

Drive the students to the lesson on Making Connections using Self Experiences or
values.

Development
 Introduce the Topic on Making Connections

ddd The ability to make connections involves a process of connecting

prior knowledge to new knowledge and experiences.
This process allows you to relate what you read, see, do, and
experience, to the world around you and/or to other things that you
have read, seen, or experienced previously.

This knowledge of connection is called “schema”. Schema is the

reader’s background knowledge. It is all the information a person
knows – the person you know, the places you have been, the
experiences you have had, the books that you have read and others
– all of this is your schema.

Understand the
concepts better as
well as relate and
connect to the
message

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TYPES OF CONNECTIONS

TEXT TO SELF TEXT TO TEXT TEXT TO WORLD

Personal relate one larger connections

Connections material to connections
Experiences, another beyond the
emotions, values, same author, classroom walls,
opinions similar to same theme or personal
ones present in topic, same genre experience
the material gives perception
viewed or read about the world
we live in

https://letstalkscience.ca/educational-resources/learning-strategies/
making-connections

Constructivism/ Integrative – the
students will analyze the poem in
order to get the answers for the
guide questions. Then, if there are
available values that can be used,
integrate it as a part of incidental
teaching
LEARNING TASK 3: INTERPRETING THE INFORMATION.
https://allpoetry.com/Bonny-Barbara-Allen.-A-Scottish-Ballad
Ballad – a popular narrative song passed down orally. It is also
associated with the concept of stylized story telling.
BONNY/ LOVELY BARBARA ALLAN
A Scottish Ballad
It was in and about the Martinmas time,
When the green leaves were a-falling,
That Sir John Graeme, in the West Country,
   Fell in love with Barbara Allan.
He sent his man down through the town,            5
   To the place where she was dwelling:
“O haste and come to my master dear,
   Gin ye be Barbara Allan.”
O hooly, hooly (slowly) rose she up,
   To the place where he was lying,              10
And when she drew the curtain by:
   “Young man, I think you’re dying.”
“O it’s I’m sick, and very, very sick,
   And ‘tis a’ for Barbara Allan.”
“O the better for me ye s’ never be,             15
   Though your heart’s blood were a-spilling.
“O dinna ye mind, young man,” said she,
   “When ye was in the tavern a drinking,
That ye made the healths gae round and round,
   And slighted Barbara Allan?”                  20
He turned his face unto the wall,
   And death was with him dealing:
“Adieu, adieu, my dear friends all,
   And be kind to Barbara Allan.”
And slowly, slowly raise she up,                 25
   And slowly, slowly left him,
And sighing said, she could not stay,
   Since death of life had reft him.
She had not gane a mile but twa,
   When she heard the dead-bell ringing,         30
And every jow that the dead-bell geid,
   It cried, “Woe to Barbara Allan!”
“O mother, mother, make my bed!
   O make it saft and narrow!
Since my love died for me to-day,                35
   I’ll die for him to-morrow.”
                   
https://www.encyclopedia.com/arts/educational-magazines/barbara-allan#A

Engagement
Constructivism/ Integrative/
Reflective/ Collaborative
Guide Questions:
1. Who are the characters in the ballad? (Barbara Allan and Sir John Graeme)
2. What time of the year does the story occur? (Martinmas Time/ a holiday/
Christmas)
3. Tell something about Barbara Allan? Sir John Graeme?
4. Why did the servant ask Barbara to visit his master? Who is referred to as
master?
5. When Barbara said, “Young man you’re dying”, what is the respond of Sir
John?
6. What feeling is being revealed by Sir John’s actions/words?
7. How does Barbara respond to Sir John?
8. What does “Be kind to Barbara” mean? What does it reveal about his true
feelings to Barbara?
9. At the end of the story, what word is repeated 4 times, and what emotion does
the word reveal?
10. What does Bonny Barbara’s emotion reveal in the ending of the ballad?
Learning Task 4: Remember me this way.
(Make connections between the text to your personal experiences, values or perception)
The class will be divided into 4 groups. Each group will be given a google slide
for you to write your answers.
Group 1: Does the action of Bonny Barbara Allan remind you of something
you’ve seen or done before? What is the same? What is different? Does the
action of Sir John Graeme remind you of something you’ve seen or done
before? What is the same? What is different?
Group 2: Does the action of Bonny Barbara Allan and Sir John Graeme remind
you of a song? What is it and sing the song to the group.
Group 3: What were my feelings when I read the ballad? Why? Use the paint
me a picture concept/tableau to show your feelings about the ballad.
Group 4: What is the message of the ballad? What does it remind you in your
life?
https://www.readwritethink.org/professional-development/strategy-
guides/making-connections
Learning Task 5. THE JAR OF MEMORIES. Complete the phrase –
This __________ reminds me of ________ because _______.
This tells me to _________.
1. https://www.youtube.com/watch?v=Rxjp-fkuc-U
2. https://www.youtube.com/watch?v=Rbq_2Y8CEYU
Assimilation What I have learned
 The learners will share with the class what they have learned in today's lesson.
 They can share about what strikes them the most in the lesson.
Reflective/Integrative

V. REFLECTION Follow along the thought in each box.

Reflective/ Integrative Today I understand that……

I can apply this lesson to my

everyday lives by……

Parent’s Signature:_______________________
Date signed:_______________________

Prepared and submitted by:

KRISTIN LOVE J. LAYAGUE

Teacher

Checked and Observed:

MARITES R. PENAREDONDA
HEAD TEACHER VI, ENGLISH DEPT.