Republic of the Philippines

Department of Education
Region VIII
Samar Schools Division Office
District of Sta. Rita II
TOMINAMOS INTEGRATED SCHOOL
English Department

LESSON PLAN ON 21ST CENTURY LITERATURE FROM

THE PHILIPPINES AND THE WORLD
I. LEARNING COMPETENCY
A. MELC
Explain the linguistic context and discuss how they enhance the text’s meaning and enrich the
reader’s understanding.
B. CODE
EN12Lit-Ie-28
C. OBJECTIVE
By the end of the lesson the students will be able to determine the mood of a literary text.
D. VALUES INTEGRATION
Critical Thinking, Information Verification

II. CONTENT
A. TOPIC
Reading Literary Text Through Linguistic Context: Inferring the Mood of a Poem
B. REFERENCES
1. 21st Century Literature from the Philippines and the World Unit 1: Contextual Reading
Approaches, a study guide by Quipper Philippines pp. 13-17
2. Mood and Tone Mrs. Nethery's Class https://mrsnetherysclass.weebly.com/mood-and-
tone.html

C. MATERIALS
1. AdditioApp
2. PowerPoint presentation
3. Video presentation
4. Audio speaker
5. Printed clipart and paper strips
6. Group task sheet
7. Incentives
III. PROCEDURE
A. PREPARATORY ACTIVITIES
Teacher’s Activity Students’ Activity
Duration: 5 Minutes
Greet the class and ask the students to pay attention The students will respond to the teacher’s
and to properly be seated. greeting in chorus, pay attention to his
Say: Good morning class! May have everyone’s instructions and seat properly.
attention please. We are about to start today’s
class so please go back to your seats and sit POSSIBLE ANSWER
properly. Good morning, sir!

Make a call to order. POSSIBLE ANSWER

Say: First things first, please set your phones to Very clear sir!
silent mode and keep them out of your hand.

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 Likewise, be mindful and follow our class rules
dutifully for the smooth flow of our lesson and for
the benefit of all. Is that clear?

Invite the class to stand up for the prayer.

Say: Everybody stand up let us pray. In the name
of the Father, of the Son and of the Holy Spirit
Amen…

Check the students’ attendance.

Say: I will now check the attendance so please
listen carefully. Say present if your name is
called.
POSSIBLE ANSWER
Go call the students one by one. Present sir!

B. RECALL
Teacher’s Activity
Duration: 5 Minutes
Use the randomizer feature of AdditioApp to quickly
pick students who will answer the prepared recap
questions.
Say: Let us have quick recap of our previous
lessons. Using the randomizer feature of
AdditioApp I will pick students who will answer
the recap questions I prepared.
Go use the randomizer to pick students one at a time.
Each student picked has to answer a single recap
question.
Say:
1) What are the different strategies used in
reading a text through linguistic context?
2) What poem did we read and analyze last
meeting?
3) While reading the poem “All Because You
Kissed Me Goodnight”, what sort of feelings
did you feel?
Students’ Activity
The identified students will be answering the
given recap questions.
POSSIBLE ANSWERS:
Question #1
Here are the different strategies used in reading
a text through linguistic context.
1. Analyze the diction.
2. Examine the texts’ syntax.
3. Inspect the use of figurative language
and imagery.
4. Analyze the mood and tone of the text.
5. Analyze the content of the text.”
Question #2
Last meeting, we read and analyzed “All
Because You Kissed Me Goodnight
By Sandy Rolstan”

Question #3
Most of the lines in the poem are funny while
some lines in are passionate and sweet.

Process each student’s answer by way of POSSIBLE ANSWER

clarification and correction if needed. Yes sir (in chorus)!
Say: Is that correct class?

C. DEVELOPMENTAL ACTIVITIES
1. MOTIVATION
Teacher’s Activity Students’ activity
Duration: 5 Minutes
Let the students watch a video of two cute kittens The students will be listening attentively to the
wrestling. teacher’s instruction and then watch the video
Say: Talking about feeling, can you identify the intently.
feelings expressed in this video clip? Please lend

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 your eyes onto the screen and together let’s watch
the video.

Go play the video.

After watching the video, they will answer the

questions raised by the teacher.
POSSIBLE ANSWER
1) At first the kittens appear cute as they
After watching the video ask the students harmlessly play so it feels endearing
about the feelings or emotions, they felt while and playful.
watching the video. 2) The moment the background music
Say: changed the situation seemed serious
1) At first, how did you feel watching the and intense, so it made me feel anxious
kittens wrestle? and a little bit scared.
2) How about when the background music
suddenly changed?

2. ACTIVITY
Teacher’s Activity Students’ activity
Duration: 5 Minutes
Post a copy of sad, happy, calm, in love, scared and The students will be listening attentively to the
hilarious clipart on the board and then call six teacher’s instruction, ask questions for
students who will match the clipart with the clarification, and then proceed to working with
appropriate word to describe it. their group members in completing the given
Say: On the board I posted six images, and on my task.
table, I have I have six papers strips each
containing a word that corresponds to one of POSSIBLE ANSWERS
those images posted on the board. I want you to
match each word with its corresponding image.

Ask for any volunteer.

Say: Anyone who would like to try? Okay pick a
word and post it bellow its corresponding image. melancholic - very sad, expressing pensive
sadness
If there is no one who wants to volunteer pick a
student using the randomizer feature of AdditioApp.
Say: Okay since no one wants to voluntarily try,
l’ll let AdditioApp decide.

Go hit the randomize button and once done selecting cheerful - noticeably happy and optimistic
call the student.
Say: Okay Glenda you were selected please pick a
word and post it to its corresponding image.

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Repeat the process until no word is left on the table.

PICTURES TO BE POSTED

idyllic - extremely pleasant, beautiful, or

peaceful

romantic - characterized by the expression of

love

horrific = causing horror; extremely shocking

humorous = causing lighthearted laughter and

amusement; comic.

Put on the table six pieces of bond paper right where

the definition of each of the words posted on the
board is printed. Ask the class to match them with
the right word and picture by posting it bellow the
right word.
Say: Now I want you to match each of the words
posted on the board to its corresponding
definition by posting the definition under the
word.

Ask for any volunteer.

Say: Anyone who would like to try? Okay pick a

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 definition and post it bellow its corresponding
word.

If there is no one who wants to volunteer pick them

using the randomizer feature of AdditioApp.
Say: Okay since no one wants to voluntarily try,
l’ll let AdditioApp decide.

Go hit the randomize button and once done selecting

call the student.
Say: Okay Apolo you were selected please pick a
definition and post it under its corresponding
word.

Repeat the process until no definition is left on the

table.

Now let us check if your answers are right.

Head on to each image, along with the word and
definition posted under it and check if it is correct.
Say: Is this correct class?

If the answer is correct.

Say: Okay good job!

If the answer is wrong.

Say: Anyone who knows the right answer?
Wrap the activity this way.
Say: These words that we have on the board are
the most common adjectives used to describe the
mood of a literary text. Take note of them as you
will need to successfully complete our next
activities.

3. ANALYSIS
Teacher’s Activity Students’ activity
Duration: 5 Minutes
Project on a slide these two-sample text and ask the The students listen attentively to the teacher’s
students to read them both once. instruction and answer the given questions.
Say: Everybody please read the following texts.
POSSIBLE ANSWERS
FIST TEXT Question #1
The bloodthirsty lion stalked the savannah, hungrily FIST TEXT
eyeing the helpless creatures around him. The bloodthirsty lion stalked the savannah,
hungrily eyeing the helpless creatures around
SECOND TEXT him.
The majestic lion roamed the savannah, proudly
gazing at the creatures around him. SECOND TEXT
The majestic lion roamed the savannah, proudly
After reading both texts let the students analyze both gazing at the creatures around him.

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 text and see if they can determine how the texts
mood differs. Question #2
Say: bloodthirsty = eager to hurt or kill
1) Can you spot the contrasting terms used on majestic = very beautiful, dignified, and
both texts? Please underline them. impressive
2) What does each of these words mean? hungrily = with the intent to devour or destroy
3) Based on the words used on the first text proudly = pleasingly or delightfully
how will you describe the lion? helpless = weak, powerless, or vulnerable
4) How about on the second text?
5) How does the feeling or atmosphere of both Question #3
texts differ? terrifying
Question #4
Introduce now the topic of the lesson. marvelous
Say: In literature that feeling or atmosphere that
made you feel a certain way is called mood and Question #5
that is what our lesson today will be about. The first text feels alarming or terrifying while
the second text feels calm or peaceful mood.

4. ABSTRACTION
Teacher’s Activity Students’ activity
Duration: 10 Minutes
Explain to the class what mood in literature is by The students will be listening attentively to the
explaining the following. teacher, respond when asked and may also ask
questions for clarification.
Say: When you read a story or a poem it has an
atmosphere that makes you feel a certain way.
And as previously said, that feeling is called
mood. Mood is a literary element that evokes
certain feelings or vibes in readers through words
and descriptions. As a literary device, mood is
the emotional feeling or atmosphere that a work
of literature produces in a reader.

Say: The mood of a story or poem can be

identified using any adjective that describes the
feeling or emotion evoked by the story or poem
among readers. There are so many of them so we
cannot cover all of them in an hour. So today we
will only discuss the most common ones.
These are:
1) Cheerful: This light-hearted and happy
mood is shown in literature with
descriptions of laughter, upbeat song,
delicious smells, and
bright colors. A cheerful mood fills readers
with joy and happiness.
" My heart is like a singing bird
Whose nest is in a water’d shoot;
My heart is like an apple-tree
Whose boughs are bent with thickset fruit;
My heart is like a rainbow shell
That paddles in a halcyon sea;
My heart is gladder than all these
Because my love is come to me…"

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 2) Humorous: This mood is silly and
sometimes ridiculous. Characters will do
and say odd or funny things. This mood
can be used to alleviate a dull or
dangerous situation or to ridicule or
satirize a situation.
" Next morning I woke up and scrambled my
shoes,
Picked up my eggs and toasted the news,
I couldn’t tell my left from right,
All because you kissed me goodnight!"
3) Idyllic: This is a calm and peaceful
feeling, and the mood can sometimes be
created by describing a natural setting,
like in
the countryside, as in this example from
Charles Dickens' Pickwick Papers:
"The river, reflecting the clear blue of the sky,
glistened and sparkled as it flowed noiselessly
on."
4) Melancholic: This mood is described as
reflective and sad, as in this except from
Azumi Zaima’s Nobody Knows:
"Nobody knows it's empty,
The smile that I wear.
The real one is left behind in the past
Because I left you there..."
5) Romantic: Romantic mood is created by a
beautiful, bright and carefree setting.
This can be a candlelit dinner, a picnic on
a beach, or sailing into the sunset. A
romantic mood can also be set by emotive
words spoken by the persona or
characters.
My love for you is like the raging sea,
So powerful and deep it will forever be.
Through storm, wind, and heavy rain,
It will withstand every pain.
6) Horrific: Horrific mood leaves the
readers feeling nervous, scared, or
terrified.
I begin tucking him into bed and he tells me,
“Daddy check for monsters under my bed.” I
look underneath for his amusement and see him,
another him, under the bed, staring back at me
quivering and whispering, “Daddy there’s
somebody on my bed.”

Explain what writers use and do to set the mood of

their literary texts.
Say: In the video I showed you earlier you have
seen how music effectively changed mood of the
video, but authors cannot use music in their
writing. So, what do they use to set the mood?
1. Diction (Word Choice): 
The words that a writer uses sets the tone or the

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attitude of the writer towards the topic and thus
play a huge part in determining the mood of a
literary piece.
For example, the difference between "a dull,
uneventful night" and "a peaceful, silent night"
might contribute to the difference between a text
with a gloomy or melancholic mood and a calm,
reflective mood.
2. Imagery (Sensory Images) 
Imagery or descriptive language that creates
images on the readers mind that appeals to any of
our five senses helps to establish mood of a poem
or story. Not every image in a literary work will
be indicative of a poem or story’s mood, but
images that are repeated or described in
detail usually do reflect the mood.
For instance, a story that has a lot of roses,
candlelight, and boxes of chocolates might be trying
to establish a romantic mood.
3. Setting
The setting is the physical location of the story, and
it can heavily inform a story’s mood. For instance, a
story set during a sunny day will be predisposed to a
happy or carefree mood, while a story set in a
haunted house will be predisposed to a sense of
tension or fear.

Ask the students to read the two sample texts.
Say: Let’s look at some examples. Everybody
read the two sample texts.
POSSIBLE ANSWER
Question #1
FIST SAMPLE TEXT
The wooden bat slipped in Emily’s sweaty
palms as she stepped up to home plate, the sun
glaring down on her like a harsh spotlight. The
crowd’s piercing howls and jeers caused her
heart to thump in her chest.

SECOND SAMPLE TEXT

FIST SAMPLE TEXT
The wooden bat slipped in Emily’s sweaty palms as
she stepped up to home plate, the sun glaring down
on her like a harsh spotlight. The crowd’s piercing
howls and jeers caused her heart to thump in her
chest.
SECOND SAMPLE TEXT
The wooden bat vibrated with energy in Emily’s
steady hands as she stepped up to home plate, the
sun shining like a golden medal in the sky. The
crowd’s joyful whoops and whistles caused her heart
The wooden bat vibrated with energy in Emily’s
steady hands as she stepped up to home plate,
the sun shining like a golden medal in the sky.
The crowd’s joyful whoops and whistles caused
her heart to do a little dance on her chest.
Question #2
slipped – get out of control
sweaty palms – nervous
the sun glaring down on her like a harsh
spotlight – feeling to hot
her heart to thump in her chest – feel nervous
crowd’s piercing howls and jeers – crowds
booing

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 to do a little dance on her chest.
Let the students analyze both texts. Ask the students
these questions.
Say:
1) Can you spot the different terms and sensory
used by the writer on both texts? Please
underline them.
2) What does each of these words mean?
3) Considering the words used by the writer
and the sensory images found in both texts
how does the mood or atmosphere differs?
5. APPLICATION
Teacher’s Activity
Duration: 10 Minutes
Check the students’ understanding by applying what
they have learned.
Say: I have already grouped you into three
groups (beginner, proficient, advanced). I will
now call the members of each group one by one,
so if I call your name, please join with the rest of
your group members.
Call the name of each group and the names of its
members and then explain to them their group task.
Say: Each group will be working on a different
task. I need a representative from each group to
receive the task sheet for your group.
APPLAUSE
By Annie Chayne P. Lera
Everyone was pleased.
At the midmost spot,
she stood
and was awestricken
by the deafening applause.
She bowed her head
as the spotlight aimed at her.
Own lips curved downward,
while the faces
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vibrated with energy – full of energy
steady hands -strong hands
the sun shining like a golden medal in the sky –
the sun is shining beautifully and brightly
crowd’s joyful whoops and whistles – crowds
cheering
her heart to do a little dance on her chest -get
excited
Question #3
In the first sample text the author used words
and sensory images that are indicative of the
following feelings:
tense, anxious, nervous, worried,
pressured, uneasy, troubled, or
uncomfortable.
On the other hand, in the second sample text the
author used words and sensory images that
evokes feelings of being: confident, gleeful,
cheerful, lively, triumphant, victorious, or
glorious.
Students’ activity
The students will be listening attentively to the
teacher’s instruction, ask questions for
clarification, and then proceed to working with
their group task.
POSSIBLE ANSWERS
Group 1
pleased - happy about something or satisfied
with something
awestricken - filled with awe; rather frightened
spiteful – wanting to annoy, upset, or hurt
another person, especially in a small way,
because you feel angry towards them
founder - to fail or be unsuccessful
Group 2
Own lips curved downward – feeling sad or
unhappy
plastered grins— feigned and fabricated –
secretly feeling dislike
bowed her head – feeling uncomfortable and
shy
And by the deafening applause
she stood and was muted,
at the midmost spot – feeling blank and
embarrassed publicly
 of the spiteful crowd Group 3
plastered grins— The mood overall mood of the poem is gloomy
feigned and fabricated. or sad given the fact that the author used words
Her presence, and sensory images that are suggestive of
became the center of mockery. unhappiness. This mood was intentionally used
She played along as they by the writer to show how unhappy and painful
applaud her every trip and stumble. it is to be mocked and embarrassed publicly.

Once again, as the spotlight aimed at her,

she bowed her head.
And by the deafening applause
she stood and was muted,
at the midmost spot,
everyone was pleased
to see her,

they love to see her founder.

GROUP TASKS
Group 1
Find all the words in the poem that expresses
feelings. Make a list of those terms along with their
definition. You are allowed to use your dictionaries
to search for definitions.

Group 2
List all the imagery (sensory images) found in the
poem along with the feeling or emotion that each
sensory image suggests.

Group 3
Select a mood word that best describes the overall
mood of the poem. Explain your reason for choosing
that word and explain how that mood word relate to
what you think is the overall meaning of the poem.

After the given time let each group present their

work. Process their answers after each presentation. After the given time, each group will be
Don’t forget to give incentives to the group that presenting their work in front.
excellently did their task.

6. GENERALIZATION
Teacher’s Activity Students’ activity
Duration: 5 Minutes
Recap the highlights of the day’s lesson. The students will be answering the series of
Say: Now let us have a quick look on the things questions in chorus.
we discussed today. You still remember them
very well, right? POSSIBLE ANSWERS
1) The mood is the emotional feeling or
Ask the students these questions. atmosphere that a work of literature evokes
Say: among readers.
1) What is mood in literature? 2) Diction (Word Choice) and Imagery
2) What are the two important things to look up (Sensory Images).

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 to in determining the mood of a text? 3) Mood word adjectives
3) What type of words do we use to describe 4) calm, enraged, ecstatic, gloomy, romantic,
the mood of a story or poem? hopeful, tense etc.
4) Can you name sample mood words that can
be used to describe the mood of a story or
poem?

Congratulations you did really well!

IV. EVALUATION
Teacher’s Activity Students’ activity
Duration: 10 Minutes
Say: Now it is time for a quiz. Get your pen and The students will answer the quiz on a ¼ sheet of
prepare a ¼ sheet of paper. paper.

Explain the directions. ANSWERS KEY

Say: Read each item carefully and then answer 1) D
the questions by selecting the correct answer 2) A
from the given options. Write your answers on a 3) C
¼ sheet of paper. 4) A
1) “If kisses were raindrops, 5) B
I’d send you showers.
If hugs were seconds,
I’d send you hours.
If smiles were water,
I’d send you the sea.
And if love were a person,
I’d send you ME!”
What is the mood of this poem?
a) frantic or hysterical
b) melancholic or sorrowful
c) ecstatic or joyous
d) romantic or adoring
2) What mood does the following lines
convey?
“Once when I was running,
from all that hunted me;
to the dark I was succumbing-
to what hurt unbearably
Searching for one thing,
That would set my sad soul free.”
a) melancholic or sorrowful
b) ecstatic or joyous
c) serene or peaceful
d) frantic or hysterical
3) “If you feel cold
I can warm you up,
If you are sad,
I can cheer you up.
If you are hungry,
We can share an egg cup.
But if you need money,
Sorry I have to shut up.”

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 What is the mood of this poem?
a) romantic or adoring
b) terrifying or dreadful
c) humorous or hilarious
d) gloomy or melancholic
4) “There were never strawberries
like the ones we had
that sultry afternoon
sitting on the step
of the open french window
facing each other
your knees held in mine
the blue plates in our laps
the strawberries glistening
in the hot sunlight
we dipped them in sugar
looking at each other
not hurrying the feast
for one to come
the empty plates
laid on the stone together
with the two forks crossed
and I bent towards you
sweet in that air
in my arms”
These lines from the poem
“Strawberries” by Edwin Morgan feels
__________.
a) romantic or adoring
b) terrifying or dreadful
c) humorous or hilarious
d) gloomy or melancholic
5) What mood does the following lines
convey?
“The sky’s blue,
so does you,
leaving without clue.
Your love was red,
hot and fiery,
it made me bleed.”
a) frantic or hysterical
b) melancholic or sorrowful
c) ecstatic or joyous
d) romantic or adoring

V. ASSIGNMENT
Teacher’s Activity Students’ Activity
Duration: 5 Minutes
Say: One more thing before you go out here is The students will be listening to instructions given by
your assignment for today. the teacher and then write down the given
assignment on their assignment notebook.
Read and explain the direction while projected on
the screen.
Say: Watch the YouTube video of a group of

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 students performing the song of Levi Celerio,
“Ang Pipit.” You can access the video through
this link: https://www.youtube.com/watch?
v=hPa0rjDtVMQ

After watching the video, answer the following

questions:
1) What message does the lyricist, Levi
Celerio, convey in his song?
2) How did the students interpret the song?
3) What media platform did the students use in
interpreting the song?

Write your answers in a whole sheet intermediate

paper.
Prepared by: Checked by:

JOVITO R. ABIO MA. JASMIN A. CHEN

Subject Teacher English Department Head
Noted:

SHIRLY M. SOLIOT
SHS Assistant Principal II

Approved:

ELSA V. RIPALDA Ph.D.

Principal IV

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