St. Vincent’s High School, Inc.

La Castellana, Negros Occidental

LESSON PLAN
In
ENGLISH 9

Time Frame: Week 3, Quarter 4

GRADE LEVEL STANDARDS: The learner demonstrates communicative competence
through his/ her understanding of British-American Literature, including Philippine Literature
and other texts types for a deeper appreciation of Philippine Culture and those of other countries.

LEARNING COMPETENCY:

OBJECTIVES:
At the end of the lesson, learners should be able to:

Day 1-4
1. Analyze literature as a means of understanding unchanging values in a changing world.

SUBJECT MATTER: Analyzing a Literary Piece: Drama

Topics: Analyzing a Literary Piece: Drama

Day 1-2: Analyze literature as a means of understanding unchanging values in the VUCA
(Volatile, uncertain, complex, ambiguous) world
Day 3-4:

Materials:

● Presentation slides
● Laptop
● Mobile Phones
● Projector/LED TV
● Copies of “Swan Song” by Anton Chekhov
● Copies of “Trifles” by Susan Glaspell

References:
Quipper Study Guide: English 9 Unit 17 Lesson 1: Analyzing a Literary Piece: Drama

Time Frame: 240 minutes

PROCEDURE

Preliminaries
-Prayer
- Checking of Attendance

LESSON PROPER:

A. INTRODUCTION

Day 1-2
Motivation
Warm-Up
Day 1-3
1. Ask the students to find a drama/one-act play with an interesting theme (e.g. Expresses a view
about the life they can relate to).
2. Tell them to analyze the play in terms of the following: plot, characters, setting, dialogue, and
symbols.
3. Ask them to write a short analysis of the play, discussing the items they have examined in part
2 of this activity.
4. Instruct them to share their insights and thoughts with a partner, guided by the following
questions:
a. How did you feel about the activity?
b. Did you have a hard time analyzing your chosen one-act play?
5. Start with the question and ask some students to share their responses and make sure that they
can explain their answers. Encourage other students to give feedback on the responses shared.
In the previous activity, you were asked to look for a one-act play and analyze it in certain
aspects or elements. When we analyze a literary piece, we go beyond merely reading the text.
We examine the small elements that make up the literary piece and look at how these small
elements blend and work together. In addition, we also ascertain how a literary piece reflects
specific aspects of reality and how it can relate to our everyday life. In this lesson, you will learn
how to analyze a literary piece, drama/one-act play.

Unlocking of Difficulty
1. encumbered (adjective) – hindered, burdened, or weighed down
It is a common thing to see travelers encumbered by heavy luggage.
2. rubbish (noun) – garbage or waste material
The diligent boy picked up the rubbish on the floor.
3. rascal (noun) – a mean or mischievous person
The policeman caught the young rascals red-handed.
4. cellar (noun) – a room below the ground floor of a building
The older man keeps his jar collections in the cellar.
5. profane (adjective) – not religious or spiritual
As a performer, he is famous because he is profane and funny.

B. INTERACTION

Day 1-2
Presentation of the Lesson
1. After the review of the lesson, proceed to the lesson proper.
2. If using technology, refer to slide 9 of the slide presentation.
Presentation File Link

Discussion

Discuss the lessons and concepts about analyzing a literary piece found in the study guide. After
the discussion, ask the students to read the one-act play “Swan Song” by Anton Chekhov and
analyze it by answering the questions that follow. You may get copies of the text here.

(Swan Song
By Anton Chekhov)
Guide Questions
1. Why is the play called “Swan Song”?
2. What is the theme of the play?
3. How would you describe the character of Vasili Svietlovidoff?
4. What is the most striking or compelling point of this play? Why?
5. How does this play reflect reality?
6. What five words would you use to describe the play? Explain and justify your
choices.

C. INTEGRATION
Day 3
1. Have the students form four groups and randomly assign the following:
● plot and stage direction
● characters and spectacle
● setting and music
● dialogue and symbols
2. Each group will watch a one-act play on a video-sharing website and analyze it in terms of the
elements assigned to them. The analysis must be presented using visual materials such as slide
presentations, Manila paper, or cartolina.
3. Each group will present their work in front of the class.
4. As a wrap-up, ask students to answer the following questions:
● How did you feel about the activity?
● What were the difficulties you encountered while watching the play and
analyzing it in terms of the elements assigned to your group?
EVALUATION
Day 4

Directions: Distribute copies of the one-act play “Trifles” by Susan Glaspell. You may
print copies of the text from here. Ask the students to answer the guide questions
after.
“Trifles”
By Susan Glaspell

Answer each question in three to five sentences unless otherwise instructed.

1. Describe the characters in the play.
2. What is the state of John Wright’s house?
3. Were Mrs. Hales and Mrs. Peters' actions justified at the end of the play?
Why?
4. What is the underlying theme of the play? What are the “trifles” in this play?
5. What five words would you use to describe the play? Explain and justify your
choices.

Values Integration
Ask students the following question to help them connect their learning to real-world situations:

As a Filipino student, how can your knowledge about analyzing a literary piece, such as drama,
allow you to appreciate local literature?

ASSIGNMENT
Day 4
Instruct the students to do the following at home:
1. Go to one-act-plays.com and choose a play that appeals to your interest.
2. Read the play and write your analysis of the play in terms of the following:
● the plot, characters, setting, dialogue, theme, and symbols
● lessons/values and how these lessons/values reflect reality
3. Write your analysis in paragraph form.