A SEMI-DETAILED LESSON PLAN IN ENGLISH FOR GRADE 10 LEVEL

(LISTENING SKILL)
Prepared by : Ariean Marrie Infante Pacaro
Learning Competency: Show appreciation for songs, poems, and other listening texts.
I. OBJECTIVES
At the end of the lesson, the student will be able to:
a. identify poetic devices in song lyrics and poetry,
b. determine the relationship between music and poetry,
c. create a song analysis by judging the poetic merit of a song.
II. SUBJECT MATTER
Topic: Poetic Devices
Reference: “Sonnet 130” by William Shakespeare
“A Narrow Fellow in the Grass” by Emily Dickinson
“Auld Lang Syne” by Robert Burns, performed by Julie Andrews (YouTube)
EBSCO Connect. (n.d.-b). https://connect.ebsco.com/s/article/Lesson-Plan-Music-and-Poetry?
language=en_US
Material: Audio, Video, PPT, Hand-outs, Cartolina, Markers
Approach: Deductive Approach
III. PROCEDURES
A. Preliminary Activity
 Greetings
 Prayer
 Checking of Attendance
 Setting of classroom rules/management
 Introduction of learning objectives
B. Motivation (5 minutes)
Figure the figure of Speech!
The teacher will find out how familiar the students are with poetic devices.
1. Student will count off, numbers will be designated to different types of poetic devices (eg. 1-
rhyme, 2-simile, 3-metaphor, 4-imagery, 5-onomatopoeia).
2. Then the teacher will read aloud sentences or a lines from a poem or song.
3. The students will identify what example of poetic device it is.
4. Student will stand up if they think they are assign to the correct poetic device.
5. Their gained points will be added to the test later on this lesson.
Lesson Proper (5 minutes)
The teacher will start with a poll by asking the following questions:
 What genre of music do you like?
 Is music a form of poetry?
The teacher will review poll responses with students. Discuss how music can be a form of poetry to the class. Then
engage to the student again by asking the following:
 What makes a poem a poem?
 Does a poem need to have all of those qualities?
ABSTRACTION (15 minutes)
The teacher will first give definition of poetry followed by the discussion of the purpose of poetic devices then the
different type of poetic devices.
 Sounds of Words: Alliteration, Assonance, Consonance, Onomatopoeia, Rhyme, etc.
 Meaning of Words: Allusion, Simile, Metaphor, Hyperbole, Pun, Symbol, Irony etc.
 Image of Words: Imagery, Tone and Mood
ANALYSIS (10 minutes)
1. First the teacher will play audios of a selection of rhythmic/musical poems a class. Poems is
provided on the handouts. Afterwards discuss the poems to the class:
 What do you see or hear when reading these poems?
 Can you feel the meter of the poems?
 How does this relate to music?
2. Next the teacher provides an example of a traditional poem that has been turned into a song.
Discuss the song to the class:
 How does the music or style influence the mood of the piece?
APPLICATION ( 25 minutes)
Song Analysis
1. Let students suggest songs that will be used in this class activity. Songs should be school
appropriate: no foul language, no overly violent or disturbing content.
2. Divide students into small groups. Review the students’ song suggestions and select songs
depending on number of small groups for students to analyze.
3. Student may search online for lyrics, write it on a piece of paper.
4. Students examine the lyrics for poetic sound devices (onomatopoeia, rhyme, assonance,
consonance, alliteration, etc.) and figurative language (simile, metaphor, personification,
imagery, etc.) and consider the influence of the title on the song.
5. Students should complete the activity and present their findings to the class, as well as their
decision about the song’s relation to poetry.
C. Generalization ( 2 minutes)
Number Heads
Students will count off to own a number and the teacher will randomly pick a number to select a student who will
answer the following questions:
 What are the different poetic device? Name any and provide example if possible.
 How is song and poetry related to each other?
IV. EVALUATION (3 minutes)
Short Quiz: Think of (at least 5) lines of a song that has figurative language in it and identify what figurative
language.
V. ASSIGNMENT
Instruction: Create a 4-stanza poem about a topic of your own liking. Then indicate the poetic devices you used.
“Sonnet 130” “A Narrow Fellow in the Grass”
by William Shakespeare by Emily Dickinson

A narrow Fellow in the Grass

My mistress' eyes are nothing like the sun; Occasionally rides –
Coral is far more red than her lips' red; You may have met him – did you not
If snow be white, why then her breasts are dun; His notice sudden is –
If hairs be wires, black wires grow on her head.
I have seen roses damasked, red and white, The Grass divides as with a Comb –
But no such roses see I in her cheeks; A spotted shaft is seen –
And in some perfumes is there more delight And then it closes at your feet
Than in the breath that from my mistress reeks. And opens further on –
I love to hear her speak, yet well I know
That music hath a far more pleasing sound; He likes a Boggy Acre
I grant I never saw a goddess go; A Floor too cool for Corn –
My mistress, when she walks, treads on the ground. Yet when a Boy, and Barefoot –
And yet, by heaven, I think my love as rare I more than once at Noon
As any she belied with false compare.
Have passed, I thought, a Whip lash
Unbraiding in the Sun
When stooping to secure it
It wrinkled, and was gone –

Several of Nature’s People

I know, and they know me –
I feel for them a transport
Of cordiality –

But never met this Fellow

Attended, or alone
Without a tighter breathing
And Zero at the Bone –

“Auld Lang Syne”

by Robert Burns, performed by Julie Andrews

Should auld acquaintance be forgot

And never brought to mind?
Should auld acquaintance be forgot
And the days of auld lang syne?
For auld lang syne, my dear
For auld lang syne
We'll drink a cup of kindness yet
For the sake of auld lang syne
And surely you will buy your cup
And surely I'll buy mine!

We'll take a cup of kindness yet

For the sake of auld lang syne
We two have paddled in the stream
From morning sun till night

The seas between us Lord and swell

Since the days of auld lang syne
For old acquaintance be forgot
And never brought to mind

Should old acquaintance be forgot

For the sake of auld lang syne?
For old acquaintance be forgot
And never brought to mind

Should old acquaintance be forgot

In the days of auld lang syne?
For auld lang syne, my dear
For auld lang syne
We'll drink a cup of kindness yet
For the sake of auld lang syne