COOPERATIVE PROFESSIONAL DEVELOPMENT

School CASISANG NATIONAL HIGH Grade level 10

SCHOOL
Daily Lesson Plan Teacher CELIA B. CAPIO Learning Area ENGLISH
Teaching Dates May 23, 2023/7:45-8:45 Quarter 4th
OBJECTIVES
The learner demonstrates understanding of world literature as an instrument to
express and resolve conflicts; various information sources necessary in composing a
A. Content Standard
research report and in delivering speeches of advocacy; and features of the language of research,
campaigns and advocacies.
The learner transfers learning by composing a research report on a relevant social issue
B. Performance in preparation for delivering campaign and advocacy speeches that
Standard deserve the proper use and acknowledgment of sources, and appropriate prosodic
features, stance and behavior.

C. Learning Describe the emotional appeal of a listening text. EN10LC-IVh-6.5

Competencies/Objectives Show appreciation for songs, poems, plays, etc. EN10V-IIIg-13.9
Write the LC code for
each.
Poem (A Blessing) by James Wright
II. CONTENT
Song (If We Hold on Together) By Diana Ross

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material Celebrating Diversity through World Literature pages 358-359
pages
3. Textbook pages
4. Additional Material Source: “A Blessing” by James Wright
from Learning https://www.youtube.com/watch?v=Gv3gHR_8cnI
Resource (LR) Portal If We Hold On Together
https://www.youtube.com/watch?v=uGVQJKgqgY8
B. Other Learning Poem
Resources PowerPoint
Copy of the song
C. Teaching Strategies small group Activity, lecture
D. Subject Integration
IV. PROCEDURES
1. Prayer (one learner will lead the prayer in any language)
2. Checking of Attendance (The teacher will check the attendance)
3. presentation of objectives

Introductory Activity At the end of the 1-hour lesson, 75% of the learners are expected to:
(5 mins)
1. read a poem (“A Blessing” and listen to a song (If We Hold on Together)
2. describe the emotional appeal of a song
2. show appreciation for song and poem

A. Activity TASK 1. MOVING TOGETHER

(10 mins)
The teacher will post the picture on the board and will ask the students on what they observe in
the picture. The discussion should lead to the theme, Moving towards Convergence.
 Varied response from the students
TASK 2. TIME TO LISTEN
Let the class read the poem entitled A Blessing by James Wright.
TASK 3. CHECK YOUR UNDERSTANDING
Instruct the students to answer the following questions and they will be grouped into 6. The
students will answer orally.
B. Analysis 1. What is described in the poem?
(10 mins)
2. What blessing is referred to in Wright‘s poem?
3. What does the word blessing connote?
4. What words in the song appeal to your emotion?
5. Explain the last three lines of the poem. Does the poet translate a vision to reality? Prove your
answer.
TASK 4. IF WE HOLD ON TOGETHER
Play the song, If We Hold On Together. Let the students analyze the message of the song. The
teacher may post the lyrics.

TASK 5. DIG IT UP!

Same groupings, the students will answer the following questions.
C. Abstraction 1. What is the song all about?
(25 mins) (PA: The song is all about achieving our will be grouped dreams by holding on together.)
2. What emotions are present in the into a song?
(PA: Happiness, Hopeful, Optimism)
3. What message does the song wants to convey? Does it appeal to your emotions? Explain.
(PA: Answers may vary.)

Tell the students to choose one stanza that appeal to their emotions. Then explain their answer.
D. Application
(10 mins) The students will answer on a ½ sheet of paper.

V. REMARKS
VI. REFLECTION

Prepared by: Observed by:

CELIA B. CAPIO JANICE O. RAMBUYON

Subject Teacher Observer

Noted:
ROSABELLA B. ONIPA
School Principal I
A poem can be considered as an experience packed in capsule form. It is short, compared with most forms of writing like
novels, essays, or stories, but it is as valuable as the rest in giving insight into the human condition. The way to approach a poem
is to first have an appreciation of its beauty, its form, language, and the image created in your mind. The understanding of its
deeper meaning or symbol will follow. As a great poet believed, a poem starts in delight and ends in wisdom.

In the first lines of this poem, the speaker begins by setting the scene and describing the landscape. The speaker, along with a
friend, are “Just off the highway to Rochester, Minnesota”. This piece of information is at once very clear and pretty obscure.
The reader knows exactly where they’re going but not where they are at that moment.

He uses an example of personification in the second line when he depicts “Twilight” as bounding “softly forth on the grass,” it
moves as the horses in the next lines move. The first line, which contains a simple mundane detail, is juxtaposed with the second
line which is much more poetic and conceptual.

Two horses come forward, ones he describes as “Indian ponies.” Their kindness shows through their eyes and they appear
pleased to see the speaker and his friend. They “welcome” the two into their pasture along the side of the road. The atmosphere
is relaxed and peaceful. It is clear the two are enjoying this pleasant moment.

Lines 7-10

We step over the barbed wire into the pasture

(…)

That we have come.

 In contrast with the words “kind,” “gladly,” and “welcome” is “barbed wire”. The two have to step over it in order to get
into the pasture where the horses are being kept. The two visitors are stepping into an area that they’re technically not supposed
to be in but the horse’s “invitation” makes them feel as though it’s okay to proceed.

There, in the field, the horses have been “grazing all day, alone”. This suggests that the horses have been lonely, hoping
that visitors would turn up who they could trust and welcome. The two appear to be genuinely craving contact with humans.
There is a good example of enjambment in the transition between lines nine and ten. It helps to emphasize the horses’
excitement and eager reception of the two visitors.

Lines 11-17

They bow shyly as wet swans. They love each other.

There is no loneliness like theirs.

(…)

And nuzzled my left hand.

There is an interesting simile in the eleventh line of ‘A Blessing’. The speaker describes the horses as bowing “shyly as
wet swans”. It appears that the two horses turn their attention back to one another, bowing and showing their love for one
another. There are a few contrasts here as the horses are decided as being in love but also being as lonely as one is capable of
being. The romantic symbol of the swan is another interesting addition. They are alone together and despite how much they care
for one another they’re still glad to have company.

The two horses have welcome the visitors into their home and then they make themselves comfortable once more. They
are “At home” in their pasture and turn back to munch on the “young tufts of spring in the darkness”. This is a good example of
a metonymy in which the poet uses the word “spring” to convey another, grass.

In the following lines, the speaker describes one of the horses, a mare, who walks over and nuzzles the speaker’s left
hand. She is more slender than the other—smaller.

Lines 18-24

She is black and white,

Her mane falls wild on her forehead,

(…)

Into blossom.
The horse, like most Indian ponies, is “black and white”. Her mane is “wild on her forehead,” representing her own wild nature.
The speaker compares the horse’s ear to a girl’s skin with a simile. It feels just as “delicate” when he caresses it. The breeze
“move[d]” the speaker to touch the horse. A description suggests that some impulse, beyond his own desire, is urging him on.

In the final three lines of the poem, the speaker depicts a spiritual experience he knows would occur if he “stepped out of [his]
body”. He knows that he would “break / Into blossom”. This experience is one that illuminates his connections to the wider
natural world, some deeper, spiritual power, and to the pony at that moment. He realizes the possibilities of tapping into that
interconnectivity and how it would change him.