Department of Education

Universidad De Manila

Mehan Garden, Taft Avenue, Ermita, Manila, Metro Manila, Philippines

Semi-Detailed Lesson Plan

Grade Level: Grade 10

Subject: English

Topic: Reading ( Poetry )

1. Objectives

At the end of the lesson, students are expected to:

a.) Identify sound devices in poetry.

b.) Use sound devices in writing their own poems.

c.) Participate in class discussion

2. Lesson

3. Topic : Sound Devices in

Poetry
4. References : K-12
Curriculum Guide
5. Supplementary Learning
Module for Junior/Senior
High
 6. School Learners
7. Online References
Topic : Sound Devices in Poetry

References : K-12 Curriculum Guide

Supplementary Learning Module for Junior/Senior
HighSchool Learners Online References

3. Materials
Laptop, projector, VGA connector and activity sheets, speakers.

4. Procedure (Inputs)
A. Preliminary Activities
1. Prayer
2. Greetings
3. Checking of Attendance
4. Setting of Classroom Standards

5. Sound Devices are resources used by poets to reinforce the meaning and experience of
a poem. Examples are the following: Rhymes, Assonance, Alliteration, and Consonance.

Identify the basic sound devices used in the poems.

1. Frivolously fanciful Fannie fried fresh fish furiously.

2. Peter Piper picked a peck of pickled pepper.
3. Alone, alone, all, all alone, Alone on a wide wide sea!
4. Water rushing, gushing, pushing past the limits of the edge.

The teacher will ask the following questions to the students.

1. Are there repeated sounds?

2. Did you notice the repetition sounds of vowels andconsonants?
3. What sound devices are used in each sentence?
4. Can you identify them?
Holy Cross of Davao College
Sta. Ana Avenue Cor. De
Guzman Street, Davao City
Basic Education Department
SY 2020-2021
Semi-Detailed Lesson Plan in
English for Teaching
Demonstration (Grade 9)
SOUND DEVICES IN
POETRY
Time Frame: 45 Minutes
Prepared by: Leah Mae
Tumolak
Holy Cross of Davao College
Sta. Ana Avenue Cor. De
Guzman Street, Davao City
Basic Education Department
SY 2020-2021
Semi-Detailed Lesson Plan in
English for Teaching
Demonstration (Grade 9)
SOUND DEVICES IN
POETRY
Time Frame: 45 Minutes
Prepared by: Leah Mae
Tumolak
Objectives
At the end of the lesson,
students are expected to:
a.) Identify sound devices in
poetry.
b.) Use sound devices in writing
their own poems.
c.) Participate in class
discussion
Objectives
At the end of the lesson,
students are expected to:
a.) Identify sound devices in
poetry.
b.) Use sound devices in writing
their own poems.
c.) Participate in class
discussion
Objectives
At the end of the lesson,
students are expected to:
a.) Identify sound devices in
poetry.
b.) Use sound devices in writing
their own poems.
c.) Participate in class
discussion
Objectives
At the end of the lesson,
students are expected to:
a.) Identify sound devices in
poetry.
b.) Use sound devices in writing
their own poems.
c.) Participate in class
discussion
C. Analysis

The teacher will instruct the students to read and study the following poems.

Betty's Room

There is no clutter cluttered up

more closely, I presume,

than the clutter clustered clingingly

in my friend, Betty's room.

Annabel Lee, by Edgar Allen Poe

It was many and many a year ago,

In a kingdom by the sea,

That a maiden there lived whom you may know

By the name of Annabel Lee;

And this maiden she lived with no other thought

Than to love and be loved by me.

Spring Kids

The morning was cold with a bold statement

The morning dew was wet and set in the ground

You could taste the spring paste fill the air

It made you feel real, refreshed and lively

2. The teacher will ask the following questions to the students.

a. What sounds are repeated?

b. What sound devices were used in the poems?

3. The teacher will explain the sound devices used in poetry to the students using a PowerPoint
presentation.

Remember that rhyme is part of what we mean when we say poetry is musical. When the ending
sounds of words are repeated, we call it rhyme. Rhyming words do not appear only at the end of the
lines (end rhyme) in poems, but they may appear within the line (internal rhyme).

End rhyme. When a poem has lines that end with the same sound.

Internal rhyme. When a line of poetry has two of the same sound within the line.

Example: “I think that I shall never see A poem lovely as a tree.” {see-tree} – end rhyme

“the crows in boughs throws endless brawls” – internal rhyme

Some poems rhyme and others don’t. What is sure, is each poem captures moments in time,
feeling, thoughts, and experiences.

Other interesting features of the poem that make it musical is the presence of sound devices like
alliteration, assonance, and consonance.

●Alliteration- is the repetition of consonant sounds at the beginning of the words. Or the occurrence of
thesame letter or the sound at the beginning of adjacentor closely connected words.

Here are few examples of alliteration:

● She sells sea shells by the sea shore.

● How much wood would a woodchuck chuck if awoodchuck could chuck wood?

● Fair is foul, and foul is fair: hover through thefog and filthy air.

●Doubting, dreaming dreams no mortal

Enter dared to dream before. – Edgar AllanPoe, from The Raven

Assonance- is the repetition of vowel sounds withinwords. It is also a figurative term used to
refer to therepetition of a vowel sound in a line of text or poetry.

Here are few examples of assonance:

● The cat ran after the alligator who was trying toassist an alarmed drowning armadillo to
getacross the river
● Along the window sill, the lipstick stabs
● Glittered in their steel shells. – Rita Dove, fromAdolescence III
● “Hear the mellow wedding bell” – Edgar AllanPoe
● “I must confess that in my quest I feltdepressed and restless.”- “With Love”by ThinLizzy
●Consonance- Also known as near rhyme, off rhyme,or slant rhyme, consonance is the repetition
ofconsonant sounds in the middle or at the end ofwords.
Using consonance is a sophisticated poetictechnique that can create subtle yet beautiful lyrics
orlines of poetry
Here are few examples of consonance:
● Some late visitor entreating entrance at My chamber door – E.A. Poe, from The Raven
● Her finger hungered for a ring.
● The satin mittens were ancient

D. Abstraction

1. Sound devices - are resources used by poets to conveyand reinforce the meaning or
experience of poetry throughthe skilful use of sound. After all, poets are trying to use
aconcentrated blend of sound and imagination to create anemotional response.

2. Poetry- literary work in which special intensity is given to theexpression of feelings and ideas by
the use of distinctivestyle and rhythm; poems collectively or as a genre ofliterature.

3. Rhymes- correspondence of sound between words or the

ndings of words, especially

when these are used at the
ends of a line of poetry. End
rhyme- When a poem has lines
that end with the same sound.
Internal rhyme- When a line
of poetry has two of the same
sound within the line.
4. Alliteration- is a term to
describe a literary device in
which a
series of words begin with the
same consonant sound.
5. Assonance- is the repetition
of vowel sounds within words.
6. Consonance- is the repetition
of consonant sounds within
and at the end of the words or
the repetition of consonant
sounds in the middle, end, or
beginning of successive words.
ending words, especially when these are used at the ends of a line of poetry. End rhyme- When a
poem has linesthat end with the same sound. Internal rhyme- When a lineof poetry has two of the same
sound within the line.

4. Alliteration- is a term to describe a literary device in which aseries of words begin with the same
consonant sound.

5. Assonance- is the repetition of vowel sounds within words.

6. Consonance- is the repetition of consonant sounds withinand at the end of the words or the
repetition of consonantsounds in the middle, end, or beginning of successive words.

E. Application Activity 1:

Directions: Read the two poems and spot the words thatrhyme in internal and end. Make a list of these
rhyming words anddetermine which are examples of internal and end rhyme. Copy thetable as shown
below, and fill it out with the appropriate entries.

The Raven, by Edgar Allan Poe

Once upon a midnight dreary, while I pondered, weak and weary,

Over many a quaint and curious volume of forgotten lore—

While I nodded, nearly napping, suddenly there came a tapping,

As of some one gently rapping, rapping at my chamber door.

“’Tis some visitor,” I muttered, “tapping at my chamber door—

Only this and nothing more.”

F. Generalization

1. Sound devices - are resources used by poets to conveyand reinforce the meaning or experience of
poetry throughthe skilful use of sound. After all, poets are trying to use aconcentrated blend of sound
and imagination to create anemotional response.

2. Poetry- literary work in which special intensity is given to the expression of feelings and ideas by
the use of distinctivestyle and rhythm; poems collectively or as a genre ofliterature.

3. Rhymes- correspondence of sound between words or theendings of words, especially when these
are used at theends of a line of poetry. End rhyme- When a poem has linesthat end with the same
sound. Internal rhyme- When a lineof poetry has two of the same sound within the line.

4. Alliteration- is a term to describe a literary device in which aseries of words begin with the same
consonant sound.

5. Assonance- is the repetition of vowel sounds within words.

6. Consonance- is the repetition of consonant sounds withinand at the end of the words or the
repetition of consonantsounds in the middle, end, or beginning of successive words.

G. Evaluation

A. Direction: What kind of sound device in poetry are the following?

Choose either Rhyme, Alliteration, Assonance or Consonance.Write your answer before the
number.

_______________ 1. The frog frolicked frivolously on the forestfloor. Little skinny shoulder
blades sticking through your clothes …struck out by a steed flying fearless and fleet.
_______________ 2. Hear the mellow wedding bells.

_______________ 3. He fumbles at your spirit As players at thekeys Before they drop full music on;
He stuns you by degrees.

_______________ 4. “The crows in boughs throws endlessbrawls”.

_______________ 5. He saw the cost and hauled off. Will she readthese cheap leaflets. The snow in the
rose garden groaned.

H. Assignment

1. Write your own poem using at least two examples of eachsound device in poetry.
Department of Education
2. Create your own alliterative tongue twister
Universidad De Manila

Mehan Garden, Taft Avenue, Ermita, Manila, Metro Manila, Philippines

Semi-Detailed Lesson Plan

Grade Level: Grade 10

Subject: English

Topic: A Reading of a Short Story: A Dead Stars by Paz Marquez Benitez ( Prose )

I. Objectives

At the end of the discussion, the students will be able to:

 Understand what is the essence of reading.

 Learn how to read and assess a short story.
 Determine the elements of a short story.

II. Subject Matter

A. Reading:

a. Word of the Day

b. Assess a title of a short story

B: References:

1. Encyclopedia Britannica, inc. (n.d.). Short story. Encyclopedia Britannica.

2. (PDF) dead stars (script 1). pdfslide.net. (n.d)
3. Dead stars by Paz Marquez Benitez Summary, themes, & analysis. Lit Priest. (n.d.).

C. Link:

1. https://www.britannica.com/art/short-story
2. https://pdfslide.net/documents/dead-stars-script-1.html?
fbclid=IwAR126iLupvDljRtOskqjRwaqt2_Ar5U61H8c0Z73nupCJwuMIRrioGMxrKA
3. https://litpriest.com/short-stories/dead-stars-summary-themes-analysis/?
fbclid=IwAR1bC1A7SPEkO9T0-dAWPclri6ThDppE7HKpWKszPZ1RiIFlIs7zLu0P54c

D. Materials: PowerPoint Presentation, Learning materials, Google

III. Procedure

A. Pre Reading

Review: Vocabulary Words

Directions: Define and use the word in a sentence.

1. Hurry
2. Imperiously
3. Puzzled

Motivation: Charades!

Directions: Guess and re-enact the word.

1. Dead
2. Stars

a. Transition to the discussion by properly stating that it is important to read and assess the parts of the
short story first before answering the guide questions.

B. During Reading

1. Reading Rules

a. Prepare a paper and pen for key ideas.

2. Discussion

(Teacher present the comics)

Short Story

A short tale may be a work of prose fiction that's intended to evoke a specific impact or emotion and
is sometimes read in one sitting. It typically centers on one incident or a series of connected incidents.
Early in the 19th century, the fashionable short narrative began to require shape.
The short story ranges from 1,600 words to 20,000 words.

● Short story typically focuses on just one or couple of characters.

● It has a beginning, a middle, and an end.

● It gives or creates an impression to the readers.

● Short story takes place in a single setting.

● It is a piece of prose fiction.

Elements of a Short Story:

1. Setting

The setting of a short story is the time and place in which it happens. Authors often use descriptions of
landscape, scenery, buildings, seasons or weather to provide a strong sense of setting.

2. Characters

landscape, scenery, buildings, seasons or weather to provide a strong sense of setting.

A character is a person, or sometimes even an animal, who takes part in the action of a short story or
other literary work.

6 types of characters

a. Protagonist

b. Antagonist

c. Static

d. Dynamic

e. Round

f. Flat

3. Conflict

The conflict is a struggle between two people or things in a short story. The main character is usually on
one side of the central conflict. On the other side, the main character may struggle against another
important character, against the forces of nature, against society, or even against something inside
himself or herself (feelings, emotions, illness)

Two General Categories of Conflict:

1.Internal Conflicts

2.External Conflicts

4. Plot

Plot is known as the foundation of a novel or story, around which the characters and settings are built. It
is meant to organize information and events in a logical manner. When writing the plot of a piece of
literature, the author has to be careful that it does not dominate the other parts of the story.

- Exposition

- Rising Action

- Climax

- Falling Action

- Resolution or Denouement

5. Theme

The theme is the central idea or belief in a short story.

4. Assessment: Who got the toy first?

Directions: Each of the group will compete by answering what is the appropriate answer to the question
by who will get the toy first.

1. Who is the Author of the short story ‘A Dead Stars’?

a. Edgar Allan Poe

b. Joshua Garcia

c. Paz Marquez Benitez

2. Who’s the male lead in the short story ‘A Dead Stars’?

a. Jose Rizal
b. Alfredo

c. Lam-ang

3. Who do you think is the Antagonist in the story?

a. Matabagka

b. Julia Barretto

c. Julia Salas

4. Where does it take place?

a. Don Julian’s House

b. Luneta

c. Intramuros

5. What year did the story ‘A Dead Stars’ was published?

a. 2002

b. 2003

c. 1925

C. Post Reading: Today’s Learning!

Direction: Create your own short story about your childhood experiences.

IV: Assignment
 Department of Education

Universidad De Manila

Mehan Garden, Taft Avenue, Ermita, Manila, Metro Manila, Philippines

Semi-Detailed Lesson Plan

Grade Level: Grade 10

Subject: English

Topic: Grammar: Simple Sentence

I. OBJECTIVES

At the end of the lesson, the student should be able to:

1. Identify the subject and predicate in the simple sentences;

2. Construct a simple sentence;

3. Appreciate the importance of the lesson by showing active participation of the students towards
the lesson.

II. SUBJECT MATTER

1. Topic: Simple Sentence

2. Year Level: Grade 9

 3. Reference: Essential English Revised Edition Page No. 149-150 4. Teaching Materials: Visual Aids,
PowerPoint presentation

III. PROCEDURE

A. Learning Activities

1. Opening Prayer and Greetings

2. Checking of Attendance
3. Energizer
4. Review

B. Motivation

Teacher will post a pictures and students will fill in the blanks to complete the sentences using
the given pictures.

Direction: Fill in the blanks to complete the sentences using the given pictures.

1. ______ is _____ a ______.

2. ___ has been ______ movies.
3. The ___ was ______brightly.
4. The ____ were ______ loudly.
5. ____ is _______a guitar.

C. Lesson Proper

Simple sentences convey a single Idea.

It has only one subject and one verb.it also

contains a single independent clause, when

we say independent clause from the word

independent, it can stand alone. For example,

Nena Attended a party.”

“Simple sentences can be very short,

Consisting of only one word (noun) for the

subject and one word ( verb ) for the

predicate. The Noun is called Simple subject

and the verb is the Simple Predicate.”

Ex. Imelda Sings

Jhoana Dances

It can be long:

“Simple sentences can have a compound

subject, when we say compound subject, it

contains two or more subject, usually

includes a word together such as and, or &

nor.”

Ex. Shiela and Angelica loves mangoes.

“Simple can have a compound predicate

when we say compound predicate it contains

two or more predicate ( verb )”

Ex. The teacher gave us a text and assigned

us a project.

“Simple sentences can have both compound

subject and compound predicate.”

Ex. Petra and Francisco argued but agreed

to hire a chaperone.

D. Generalization

“Just remember that Simple sentence does

NOT contain any DEPENDENT CLAUSE.”

“Don’t be confused, Simple sentence does

not only mean a compound sentence! “

E. Analysis

Direction: Identify the subject and the

predicate in these simple sentences.

Underline the subject once and predicate

twice.

1. Aaron made a picture.

2. He was eating and talking.

3. Jhoana loves Banana and mangoes.

4. Ana and Angelica ate ice cream.

5. He is playing a guitar.

F. Application

The class will be divided into five groups,

and each group will be writing at least five

sentences using a Simple Sentences. It

will be checked using the criteria below:

IV. Evaluation

I. Identification

Directions:Identify what is being asked in the

following sentences.

1. What do we need in order to have a

simple sentence?

2. it contains two or more predicates.

3. it contains two or more subjects,

usually including a word together such

as and, or & nor.

4. Does not contain any dependent

clause.

5.It is called Simple subject.

II. Construct 5 simple sentences, Underline

the subject and the predicate.

V. Assignment

“Now class, Do you have any questions,

Any clarifications or any violent reaction?

“With that, I will give you an assignment,

please take note of this one.”

Differentiate formal and informal essays.

“Let‟s call it a day. Before we leave this room,

pick-up all the pieces of paper and arrange

your chair properly. Goodbye, class! “

Class dismissed.
Department of Education

Universidad De Manila

Mehan Garden, Taft Avenue, Ermita, Manila, Metro Manila, Philippines

Semi-Detailed Lesson Plan

Grade Level: Grade 10

Subject: English

Topic: Writing: Essay

I. OBJECTIVES

At the end of the lesson, 85% of the students are expected to:

a) identify the elements of an essay;

b) make an outline of an essay;

c) sing a song about New Year;

d) show self-direction by enumerating their New Year's Resolution

II. SUBJECT MATTER

a) Topic: Elements of an essay

b) Materials: Visual Aid

c) Reference: www.slideshare.net.com; www.eli.fiu.edu./wp- content/uploads/2012/02/MARCH-27-

2913.pdf
d) Time Frame: 1 Hour

III. LEARNING PROCEDURE

a) Preliminary activities

a. Routine: Prayer; Attendance; Cleanliness

b) Lesson Proper

1. Motivation: Song

2. Activity:

3. Analysis

HAPPY NEW YEAR

Happy Happy New Year, Happy New Year A time for hope, and a time for cheer Happy Happy New Year,
Happy New Year A song of joy for all to hear

List down your top 5 New Year's Resolution

After the activity, the following questions will be asked:

a) Have you enjoyed enumerating your promise to yourself?

b) Will you achieve any of your new year's resolution?

c) What is your number one new year's resolution?

4. Abstraction

- Essay is a short composition on fact.

- A written material about real people, places, and events is called nonfiction. Nonfiction is based in fact.

Through essay the writer reveals his beliefs, thoughts, feelings, and views.

An essay contains the following: introduction, body, and conclusion.

-Introduction - sets the mood of the essay and provides the

main point

- Body - delivers the supporting details of the essay

- Conclusion- summarizes the essay

There are formal and informal essays--- and there are serious and humorous essays.

o Formal essay- sometimes known as objective, impersonal, or scientific- is serious and meditative. Its
main purpose is to give information. Ex. I am a Filipino by Carlos P. Romulo

o Informal Essay- sometimes known as familiar or personal essay, light, humorous, and chatty. Its
emphasis is on style and its primary aim to entertain Ex. My New Year’s Resolution

5.Application

- Make an outline of their Essay by filling up the template.

Title :

Topic:

Catchy Line:

6. Evaluation

- Write an essay with 3 to 4 paragraph about their Top 1 New Year's Resolution

7. Assignment

Write an essay about your own selected topic. With 3 to 5 paragraph and 200-300 words. (1 whole)
 Department of Education

Universidad De Manila

Mehan Garden, Taft Avenue, Ermita, Manila, Metro Manila, Philippines

Semi-Detailed Lesson Plan

Grade Level: Grade 10

Subject: English

Topic: Literature

I. OBJECTIVES:

At the end of the discussion the learner will be able to:

A. Identify the theme of the story.

B. determine the mood of the writer

C. Connect the story to their real life situations.

II. SUBJECT MATTER

Topic: "The Story of the Girl Whose Birds Flew Away" by Bushra al-Fadil

Reference:
https://torontopubliclibrary.typepad.com/bookbuzz/2020/09/african-short-stories-to-read-for-the-tpl-
reading-challenge.html

LEARNING DEVELOPMENT

A. Preliminary Activities

1. Prayer

2. Greetings

3. Checking of Attendance

B. MOTIVATION

"Me First!"

The teacher will going to divide the class into 4 groups and the teacher will show different emojies that
they will going identify what kind of emotion does it portrait. If they know the one answer they will
shout "Me First". There must one member only will going to be a representative of each group to
answer. One at a time. The group who will garner the highest points will be the winner of the game.

C.Background of the study

The Story of the Girl Whose Birds Flew Away’, the hypnotic, highly descriptive work by
Sudanese author Bushra al-Fadil,tells of an encounter between the narrator and a girl who ‘had
the swagger of a soldier, the true heart of the people’. The girl is accompanied by her sister
who is a talisman, ‘brought to steer her away from evil.’ The sights and sounds, smells and
tastes of a busy city market are the setting for the meeting, and when a bus arrives, the
narrator follows the girls. A friendship is formed but the narrator realises that the girl cannot be
protected no matter how strong her talisman. Her birds have already left. At the end of the
story, the two girls are found covered with blood (and henna, perhaps) with a suggestion that
they have been murdered. The narrator is convinced that this is a traffic accident, although the
crowd at the hospital declares that the girls were found spread-eagle on the beach and called
the police. The passers-by are suspicious but the story ends with the narrator walking away
from the scene.

A summary hardly does justice to the trance-like nature of the work. Through the use of
description and dialogue, the writer conjures up the hard-scrabble existence of the bus
passengers and market-dwellers. At the same time, the girl is set apart from the others in this
world, through her appearance and the narrator’s sense of the girl’s ephemeral presence. The
narrator senses the eyes of the other passengers on the two girls as a kind of threat; in a
fantastic passage, the narrator recounts that ‘their eyes had taken flight, leaving two holes in
every face’. The cut and thrust of the surrounding area contrasts with the stillness and serenity
of the girl. The narrator describes the rest of the characters negatively, a man who ‘smelled as if
he was stuffed of onions’ is one vivid example. In contrast to the girl and her sister, the
narrator too described himself as a beast with hooves but also as someone in touch with
dreams and fables.

The ending of the story reminds the reader of the random violence done to the girls. ‘As long as
the innocent birds were struck with stones and selfish desires, they would continue to land in
such ugly places against their will, in patches full of violence and hate’. It is possible to see the
story as an extended metaphor for peace under threat in a dangerous place. But to see this as a
fable would be to ignore the story’s strengths: the intricate sense of dialogue and setting that
leaves the reader feeling immersed in a complete society for the period of the story.

D. Background of the author

Bushra al-Fadil (Sudan) is shortlisted for The Caine Prize for "The Story of the Girl whose Birds
Flew Away' translated by Max Shmookler with support from Najlaa Osman Eltom, published in
The Book of Khartoum - A City in Short Fiction edited by Raph Cormack & Max Shmookler
(Comma Press, UK. 2016). Bushra has published four collections of short stories in Arabic. His
most recent collection Above a City's Sky was published in 2012, the same year Bushra won the
Altayeb Salih Short Story Award. Bushra holds a PhD in Russian language and literature.

E. Comprehension Check
After reading the story, the teacher will provide some questions to be answered by the
students.

1. Who are the characters of the story?

2. What does the story vividly describe?
3. When you read the story, what emotions came up for you as you were reading?
4. What did you feel about what happened to the siblings?
5. How would you describe the relationship of the narrator to the siblings?
6. What life lessons may be learned from the story?
7. What is the actual ending of the story?
H. Synthesis
At the end of the discussion, the teacher will give a quote saying,
"It is a denial of justice not to stretch out a helping hand to the fallen; that is the common right
of humanity."
- Seneca the Elder
IV. Assignment
Create a reflection about "The Story of the Girl Whose Birds Flew Away"
Department of Education

Universidad De Manila

Mehan Garden, Taft Avenue, Ermita, Manila, Metro Manila, Philippines

Semi-Detailed Lesson Plan

Grade Level: Grade 10

Subject: English

Topic: Viewing (Fantasy)

I. OBJECTIVES

At the end of 60 minutes period, the students are expected to:

Explain what is fantasy and reality through matching type of mixed pictures; Distinguish reality from
fantasy through a match the column group activity and;

• Construct sentences/scenarios showing the difference between reality and fantasy.

II. SUBJECT MATTER

TOPIC: Distinguish Reality from Fantasy

Concept: A Fantasy is an idea with no basis in reality, and is basically your imagination unrestricted by
reality. Reality is the state of things as they exist. It is what you see, hear, and experience.

Values: Understanding the distinction between reality and fiction is crucial for comprehension of
fictional narratives because one must accept events in a non-real fantasy world, while maintaining
existing knowledge about the real-world.
References: English Module 1 pg. 17-19 english6 q1 mod1 world-of-reality-and-fantasy_FINAL.pdf
(depedtambayan.net)

Materials: Visual Aid, Marker, Crayons, Charts (Pictures & Illustrations), Presentation

III. PROCEDURE

• Classroom Routine

• Activity Proper

• Review. The teacher will read aloud a short story entitled "The Boy Who Cried A Wolf", and without
reading the last part, the teacher will now ask the students to give possible ending to the story. And
after that, the teacher will explain the importance of having ending in stories.

• Activity. Instructions: The teacher will provide a mix pictures showing reality and fantasy and show it
to the class. Now, the students will be task to separate the pictures showing reality and pictures showing
fantasy. After the activity, the students will be asked to the following questions.

IV. ANALYSIS

After the activity the teachers will randomly call students to ask questions about the activity given.

• What are the differences you notice between reality and fantasy out of the pictures?

• What made you think that group of pictures represents reality/fantasy?

What are the characteristics of reality/fantasy base on the pictures you group together?

• Can you differentiate reality from fantasy based on the given activity?

V. ABSTRACTION

The teacher will provide visual aid to discuss the lesson for today's class.

• Fantasy is actually an imagination. Anything that does not exist but we think it in our mind is our
fantasy. It is an idea that is mostly far from normal reality. A fantasy is an idea with no basis in reality
and is basically your imagination unrestricted by reality

Reality is something that exists independently from the mind. It occurs or happens naturally. It is free
from ones' imagination. It is the state of things as they exist. It's what you see, hear, and experience.

VI. APPLICATION

GROUP ACTIVITY. The teacher will group pupils into four (4). The teacher will write the sentences in
strips of cartolina paper, then let the pupils put each one in proper columns.

The swan wears a crown.

• The young girl is selling flowers at the church.

• The volcano is erupting.

• Mika's dead grandmother comes to fetch her with a smile.

• The teacher is telling a story.

• Ella has a fairy godmother.

• Antonio lives in the neverland.

• The children are playing at the park.

• Her mom cooks delicious meals.

• The genie granted Antonio's wish.

VII. ASSESSMENT

The students will be tasked to construct four (4) sentences/scenarios. Two (2) for reality, and two (2) for
fantasy. After the activity, the teacher will randomly call students to read the sentences they construct
and explain what made they think, that it represents reality and fantasy.

VIII. ASSIGNMENT

For your assignment: Construct five (5) simple sentences, applying reality and fantasy. Students will
write their assignment on their notebook, and will pass it tomorrow.
 Department of Education

Universidad De Manila

Mehan Garden, Taft Avenue, Ermita, Manila, Metro Manila, Philippines

Semi-Detailed Lesson Plan

Grade Level: Grade 10

Subject: English

Topic: Listening ( Poem “if”)

I. OBJECTIVES

At the end of the lesson the student is expected to:

- Explain the message of the given poem, and

Determine the poetic devices used in the poem “if” by Rudyard Kipling

II. SUBJECT MATTER

Topic: Poem ‘IF’ by Rudyard Kipling

Time frame: 45 minutes

Materials: Speaker, audio, clip, notebook, pencil.

III. PROCEDURE

A. Review- Ask the students about the previous lesson.

- Ask a volunteer to share what he/she learned in the previous lesson.

B. Motivation

- The teacher will introduce the activity as “singmoto”

- The teacher will play a song “if” by rivermaya

- The student will listen to it and write down all the lyrics with the word “if”

C. Discussion

- the teacher will divide the class into 3 groups.

Each group will have a leader; the leader will be the one to present their answer in front of the class.

- The teacher will play the audio clip, audio clip of the poem “if” by Rudyard Kipling

- After presenting the audio clip, the teacher will discuss the meaning of the poem, theme of the poem
and the poetic devices used in the poem

D. Application

- The class will stay in their respective groups. They have their leaders; the leader will be the one to
facilitate/ lead the group. Each group will need to answer the following questions.

IV. EVALUATION

- The class will answer the next activity individually.

The teacher will give the students 2 minutes to answer the activity.

V. ASSIGNMENT

- You will need to read one poem and after you read the poem you will need to determine what are the
elements of poetry are there in the poem. Write your answer in a short bond paper