School PANABO CITY NATIONAL HIGH Grade Level 9

SCHOOL
Teacher KIMBERLY D. CUMAR Learning ENGLISH
Area
Teaching Set A- September 26&28, 2022 Quarter 1
Date and Set B- September 27&29, 2022
Time 7:30AM-8:30AM
I. OBJECTIVES
A. Content Standards 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.
B. Performance The learner actively participates in a speech choir through using
Standards effective verbal and non-verbal strategies based on the following
criteria: Focus, Voice, Delivery, Facial Expressions, Body
Movements/ Gestures and Audience Contact.
EN9RC-Ib-16: EN9OL-Id-1.14: EN9LT-Ib-14:
C. Learning Share prior knowledge about a text topic; Use the correct pitch,
Competencies juncture, stress, intonation, rate of speech, volume and projection
when delivering lines of poetry and prose in dramatic; and analyze
literature as a means of discovering the self
II. CONTENT The Seven Ages of Man by William Shakespeare
III. LEARNING Anglo-American Literature Learner’s Material 9
RESOURCES
A. References https://www.google.com/search?
q=the+seven+ages+of+man&source=lnms&tbm=isch&sa=X&ved=2
ahUKEwiM2r6M-
LH6AhWeqFYBHXAaCMcQ_AUoAXoECAIQAw&biw=854&bih=774
&dpr=1.25#imgrc=H9YxOIxG56FECM
https://www.britannica.com/biography/William-Shakespeare
1. Teacher’s Guide
pages
2. Learner’s Anglo-American Literature Learner’s Material 9pages 9-10
Materials pages
B. Other Learning 1. Pictures and manila papers
Resources
IV. PROCEDURES
A. Reviewing  The teacher will start with a preliminary activity by starting
previous lesson or the class with a prayer, attendance and reminding students
Presenting the about the classroom rules for a safety learning environment.
new lesson  Students will be asked about the previous lesson.
B. Establishing a  The teacher will present the objectives of the lesson to the
purpose of the lesson learners.
 Then ask the question to the students.
 Are you excited to learn new lesson?

 The teacher will display an image on the blackboard. 

 The students will carefully examine the image below before
the teacher calls on volunteers to share their ideas and
thoughts in class about the questions posed.
  Process Questions:
1. What do you observe?
2. What conclusions can you draw from the image?
C. Presenting Vocabulary development:
examples/instances of  Before moving to the next task, the teacher will instruct the
the new lesson learners to match the words from column A with column B.
 Tell them that these words will be found in the lesson to be
discussed.
 Teacher may apply mother tongue to clarify uncertainties.
 Students may use the word in a sentence to enhance
literacy.
Matching type: Match Column A with Column B
Column A Column B
1. Mewling A. without, lacking
2. Pard B. a thin, a foolish old man
3. Capon C. expressing mourning, sadness, or loss
4. Pantaloon D. whimpering, crying like a baby
5. Shank E. a roasted chicken
6. Sans F. Leg
7. Woeful G. Leopard
8. Ballad H. a story told through a song
9. Oblivion I. Nothingness
10. Puking J. Vomiting
Delving into Author’s Life:

 The teacher will show a photograph of William

Shakespeare, and the students will be asked to describe the
image and share their observations with the class. 
 Following that, the teacher will place a manila paper with
William Shakespeare's personal information and literary
works on the blackboard.
 Finally, the teacher will introduce William Shakespeare to
the class.

D. Discussing new  The teacher will read William Shakespeare's poem "The
concept and practicing Seven Ages of Man." 
new skills #1  Students will pay close attention to the teacher as she reads
the poem and pronounces the words. 
 After the teacher has read the poem, the students will read it
aloud in small groups of five. The first, second, third, fourth,
and fifth readers will be chosen by the teacher. 
 The teacher will remind them to make the correct consonant
sound in words like sooth-/s/, zoo-/z/, and shoe-/sh/before
they begin reading. They will also be reminded to properly
stress the words.

Presentation of outputs.

E. Discussing new SMALL GROUP DIFFERENTIATED WORKS (SGDW)

concept and practicing  Form eight small groups and perform the assigned tasks.
new skills #2
Group 1 and Group 2: Looking for Rhymes
 They will read the poem once more and spot the words
that rhyme.
 Then, they will make a list of these rhyming words and
determine which are examples of internal rhyme and end
rhyme.
 Finally, they will copy the table as shows below, and fill it
out with appropriate entries.

Rhyming Words in The Seven Ages of Man

End Rhyme Internal Rhyme

Group 3 and Group 4: The Best Clue

 They will read the poem once more and watch out for
words that suggest sounds of movements, actions, and
meaning.
 Then, they will find examples of onomatopoeia in the
poem.
 Afterwards, they will picture each word in their minds and
try to bring each image in focus.
 They will use the following questions to guide them.
 What does it look like?
 What kind of sounds does it make?
 How does it move?
 Lastly, they will list them in the table shown below.

Onomatopoeia in The Seven Ages of Man

Sample What it looks The sound it How it moves
line/words like makes

 Share the findings with the other groups.

Group 5 and Group 6: Alliteration, Assonance, and

Consonance (A2 and C)
 They will read the poem again and look out for words or
lines that sound like they are examples of alliteration,
assonance, and consonance.
 They will list all of them and chart them on the space
provided below.
From The Seven Ages of Man by William Shakespeare
Alliteration Assonance Consonance

Group 7 and Group 8: Imagery

  They will read the poem again silently and think of the
images the words created in your mind.
 They must picture them in their mind and try to bring them
in clear focus.
 Then, they will list these words that create clear pictures in
their mind.
 After, they will share the feeling that each image evokes.
 They will also be pointing out the real-life experiences or
observation in life that each image suggests.
 And they will copy the chart shown below and fill it out with
the entries called for.
Imagery in The Seven Ages of Man
Words/ Images Feeling Meaningful
Lines Created Evokes Experiences

 Finally, they will share their findings in the class.

 The students will work in seven small groups to complete
the assigned tasks. 
 Each group will be assigned a stage from the poem to be
F. Developing Mastery discussed. 
(Leads to  Then, each group must provide images that describe the
Formative assigned stage. They will then use lines from the poem to
Assessment) describe the assigned stage. They must then discuss the
characteristics and qualities that will comprise the assigned
stage. Finally, each group will present a real-life scenario
experienced by the assigned stage. 
 As a result, all groups will create a poster using the format
outlined below.

Pictures/ Lines from Qualities and Real-Life

Illustrations the poem Characteristi Scenario
cs
Group 1-Infant
Group 2-
School
boy/Child
Group 3–
Lover/Teenag
er
Group 4-
Soldier/Young
Man
Group 5-
Justice/Middle
Aged
Group 6-
Pantaloon/Old
Aged
Group 7-
 Dotage/Death

Criteria:
Content: 20 pts.
Creativity: 15 pts.
Teamwork: 15 pts.
G. Finding practical
applications of
concept and skills in
daily living
H. Making
generalization and
abstraction about the
lesson
I. Evaluating learning
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION My personal journal
50 pts.
 The teacher will ask the students about the questions below.
1. Is there a part of the poem which reminds you of
someone in real life?
2. Is the message of the poem worthwhile? Prove your
point.
3. How important is the poem’s message in your life?
 The teacher will give her inputs regarding with the poem.
 Multiple Choice
 Students will choose the best answer from the choices.
1. The speaker in the dramatic monologue “The Seven
Ages of Man” states that people are only
a. Actors in a play
b. Human beings
c. Soldiers
d. Foolish children
2. The speaker in “The Seven Ages of Man” compares
the ages with
a. A change of scenery
b. Stage directions
c. An actor’s lines
d. A play acts
3. According to “The Seven Ages of Man,” a person in the
last age is
a. shrunken
b. childlike
c. brave
d. wise
4. The speaker in “The Seven Ages of Man,” says that the
lover
a. Makes up sentimental songs
b. Is overcome with jealousy
c. Believes in old sayings
d. Make strange promises
5. What does “sans everything” probably mean in line 28
of “The Seven Ages of Man”?
a. Imminent death
b. Complete dark
c. Crushing poverty
d. Horrible disease
 Students will ask to give at least 2 examples for alliteration,
assonance, consonance, onomatopoeia, and imagery
  Inform the learners that they are one step closer to the next
lesson.
 Tell them to write a simple journal or reflection on their
journey through this lesson by completing the blank space
below.
I have learned that….
I realized that…
 The journal will be written on their personal journal or
portfolio.

Prepared by: KIMBERLY D. CUMAR

Designation: Master Teacher I
School: Panabo City National High School
Division: Panabo City

Observer: RUBEN B. INFIESTO JR.

Designation: Master Teacher I
School: Panabo City National High School
Division: Panabo City