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A Semi- Detailed Lesson Plan

in English IX

I. Objectives
At the end of the period, the students are able to:
a. Discover things about oneself through analyzing the poem;
b. Explain the literary devices used in the poem upon examining its structure; and
c. Reflect on the message of the poem and find values one can apply in real life

II. Subject Matter

a. Topic: “Seven Ages of Man” by William Shakespeare
b. References:
K to 12 Curriculum Guide (May 2016)
A Journey through Anglo-American Literature Learner‘s Material for English
Online References
c. Materials:
Slambook page, Laptop, Projector, Speaker

III.Procedure A. Preparatory Activity

The teacher greets the students and checks the attendance.

B. Motivation
The teacher posts the following questions:
Have you ever experienced writing in a slambook?
What information are you asked to provide in a slambook?
What is the purpose of asking someone to sign in a slambook?
The teacher brings out a slambook and shows it to the students. She distributes a
slambook page for each of the students and asks them to complete it. Specific
instructions will be given before starting to accomplish the page.

C. Presentation of Lesson
The teacher asks the class if they think they have learned something new about
themselves after they completing the page. Did they encounter any difficulties
figuring out the type of person they are and want to become? Do they know
themselves well?

D. Discussion
The teacher reads the poem “Seven Ages of Man”. A video of the poem is then
shown to the class next. Finally, the entire class will read the poem.
E. Application
The poem will be analyzed with these guide questions:
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1. What comprises the seven ages of man or stages in life of man according to the
poem?
2. How are the seven ages of man described?
3. Which lines describe the roles in life that man performs?
Teacher uses powerpoint presentation as a guide to the third question. The class
further analyzes the structure of the poem. The following tasks below are
assigned to the groups in the class. Teacher provides the specific instructions
for each group.
GROUP 1 – Fill out the word bank table
Meaning Sentence

New/Heavy/Loaded word

GROUP 2 – Classify internal rhyme and end rhyme in the poem

End Rhyme Internal Rhyme

Rhyming Words in The Seven Ages of Man

GROUP 3 – List the words containing onomatopoeia, alliteration, assonance, and

consonance
Onomatopoeia Alliteration

Assonance Consonance

GROUP 4 – Choose the words that depicts imagery

Imagery in The Seven Ages of Man
Words/Lines Type of Imagery Meaningful Experience

GROUP 5 – Know the author; ten interesting facts about William Shakespeare

F. Generalization
The teacher asks a volunteer to summarize the seven ages of man.

IV. Evaluation
With the same group, the teacher will require the students to prepare a dynamic
speech choir presentation on the Seven Ages of Man.

Downloaded by Cindy Espino (cindyespino504@gmail.com)

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V. Assignment
Create a map depicting your 7 stages of life. Place a map marker on the stage you
believe you are in this point of your life. Explain briefly how you visualize yourself
in the future stages of your life.

Activities I Adapted and Modified

The first suggested activity of introducing slambook and asking the students to complete a page
fits well as a motivation. It’s a striking preliminary topic which leads students to examine how
well they know themselves and ponder on their future versions. In the task of reading the poem, I
adapted the recommended activity. Having the students listen to the teacher reading the poem
will hone their auditory skill and most importantly, they will learn where to place the proper
pause, stress, enunciation and etc. The video will have images shown, will help make sense to
some of the unfamiliar words and phrases. Letting them read the lines gives them an overall flow
and atmosphere of the poem.

I decided to adapt the group activity on the application so the students can be fully immersed in
the analysis of the poem and all its features, from vocabulary enhancement, literary device and
elements, to the background of the author.

For the evaluation, I partially modified the activity. Rather than having them perform a
traditional speech choir, I opted to task them with dynamic speech choir which was a more
challenging group performance. They will have to brainstorm their costumes, prop designs,
practice choreography and timing.

I also modified the activity “Where am I”. Originally, the students were only asked to explain the
current stage they are on. I saw that it is necessary to let your students envisage their entire life
not just the present. We have to teach them the value of having a long term goal, not just the
short ones (until where they enter college). Setting a long term goal is not as elementary as “what
do you want to be when you grow up” question. The map serves a more meaningful purpose,
like a note to self or personal contract. I placed it as assignment because this type of task should
be pondered in their home space where they can look at it in a different angle not a just mere
requirement.
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Activities I did not adapt

In the activity “your role sounds familiar” students are given the task to act out the roles of
schools key officials. Identifying the roles other people play in society does very little to figure
out what ones role in the society is. A person should not look further to find the answer, he only
has to look at himself. For students, we have to offer probing questions that will dig deeper than
the surface.

The instruction on “My roles in life activity” seems a lacking, the classifications effective,
partially effective and ineffective are too dry and technical for students to understand and use
accurately. How will they identify if they are an effective student, friend, son or daughter? Does
having barely passing grades suggest partial effectivity? How about their role as a son or
daughter, what entails as effective? The demarcation in this type of classification is thin. Instead
of gaining insights the learners will become more confused.

I decided against the tableau activity since an in depth analysis on the poem will already take
place during powerpoint presentation and group topics I gave them. Even if it is a group activity
I doubt the activity will highly require teamwork. I won’t deny the activity is fun but the students
will gain nothing substantial from it.

“Fan Letter to a Role Model” could also have been a great chance to practice their writing skills.
However, rather than thinking about their role models their influences them, I deemed it was
more important for them to just focus on their identity and how they see themselves.

Downloaded by Cindy Espino (cindyespino504@gmail.com)