EAPPW3D3

Republic of the Philippines
Department of Education
Region V – Bicol
Schools Division Office
Camarines Norte
Eco Athletic Field, F. Pimentel Ave., camarines.norte@deped.gov.ph (054) 440-1772/(054) 440-4464
Daet, Camarines Norte DepEd Camarines Norte
CODE EAPPG11S1W3D3
School Grade Level 11 Semester
GRADES 1 to
English for Academic and
12 DAILY Teacher Learning Area
Professional Purposes
LESSON PLAN
Teaching Date and Time
The learner acquires knowledge of appropriate reading strategies for a better

A. Content Standards
understanding of academic texts.
11//I. OBJECTIVES
The learner produces a detailed abstract of information gathered from the

B. Performance Standards
various academic texts read.
The learner outlines reading texts in various disciplines. CS_EN11/12A-EAPP-
Ia-c-8
C.Learning Competencies/
1. Identify structural elements of poem;
Objectives
2. Label elements of poetry in the material used; and
3. Listen to others opinion with respect.
II. CONTENT (Subject
Matter/Lesson)
1. Teacher’s Guide
English for Academic and Professional Purposes pp.20-21
pages
2. Learner’s Materials
A. REFERENCES
English for Academic and Professional Purposes pp.38-39

pages
III. LEARNING RESOURCES
3. Textbook pages
4. Additional http://education.maritime.history.sa.gov.au/documents/PoetryWordgames.pdf
Materials from
Learning Resource https://quizlet.com/146812249/test
portal
B. Other Learning
Resources
About Me (5 minutes)
Students are given a sequence of line beginnings and must complete each line
to make an autobiographical poem.
For example: I seem to be as prickly as a cactus spike But really I am as soft as
the juicy flesh inside
Note: Each set of lines can be repeated any number of times.
A. Reviewing previous
IV. PROCEDURES
Suggested beginnings:
lesson or presenting the
•I'm good at.../ I'm not good at...
new lesson
•I used to be.../ But now I'm...
•I am.../ I am not...
•If you.../ Then I'll…
•I like… / But I don't like...
•I know a lot about... / I know nothing about...
•I admire.../ I don't respect...
•I believe in... / I don't believe in...
B. Establishing a purpose
for the lesson (5 minutes)
Review characteristics/elements of a typical poem. How can one tell if a text is a
“SDO Camarines Norte: Facilitating Dreams…, Valuing

Aspirations…”
Region V – Bicol
Camarines Norte
poem or not? Is each feature characteristic of a poem? Are words arranged into
lines and stanzas? Do the words rhyme at the end of the lines? Is there rhythm
in the lines?
Find the elements of poetry in the puzzle. After looking for the element able to
say something about it.
D R G M S P L K H F R P
G H N N I D F J S A M K
H Y M L M F H N L X E V
R T D Q I G D F G J T K
G H R A L N W E G T A A
B M G S E G E F G H P V
V O P D Y Y K L F A H V
A L L I T E R A T I O N
V Y G Y W T J A P G R J
H R E O H G N S K W C K
V H W M J D M R L R O L
C Y Y E J P L F M T G A
X M U T N S T A N Z A Q
S E C E L L S G G O F R
A H B R K A X J E F P P
Study the given poem. Have the students read it aloud. (5 minutes)
Trees
by Joyce Kilmer
I think that I shall never see

A poem lovely as a tree.
A tree whose hungry mouth is prest
C.Presenting
Against the earth's sweet flowing breast;
examples/instances of
the new lesson
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in summer wear
A nest of robins in her hair
Upon whose bosom snow has lain;
Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.
D.Discussing new concepts (10 minutes)

and practicing new skills a. Talk about the form of the poem above.
#1 1. How many stanzas are there in the poem? (6)
2. How many lines make up each stanza? (2)
3. What is the rhyme scheme/pattern of each stanza? (aa)
4. Is there a dominant rhythm in the entire poem? (yes, iambic

Aspirations…”
Region V – Bicol
Camarines Norte
tetrameter)
b. Explain the use of figurative language in the poem. Cite examples of

personification and simile.
Examples:
A tree whose hungry mouth is prest.
Against the earth’s sweet flowing breast.
c. Ask the students to paraphrase the poem.
Group Activity (10 minutes)

E. Discussing new concepts
1. Ask the students to read aloud the poem “Porphyria’s Lover”.
and practicing skills #2
2. Have the students identify and label the elements of poetry found in the text.
(5 minutes)
1. The poem contains a narrative. From whose point of view is the story being
F. Developing mastery told? How does this point of view affect the telling of the story?
2. Compare “Porphyria’s Lover” with the form of other renditions of the same
story that have been discussed. How does this poem differ from the earlier
texts?
G.Making generalizations
(10 minutes)
and abstractions about
Help the students to re-tell the story of Porphyria and her lover.
the lesson
(5 minutes)
H.Finding practical
In "Porphyria's Lover," why does the narrator commit his crime? Do this kind of
applications of concepts
action justifiable?
and skills in daily living
I. Evaluating learning Matching Questions (5 minutes)
Match the items on A with Column B. Write only the letter of the correct answer.
Column A Column B
1. Language of love and violence a. The speaker combines love and

violence to reflect the troubled
and destructive nature of his love
e.g. “heart fit to break” and
“burning kiss”.
2. “And all night long we have not b. Content: A contrast to the

stirred,” earlier image when Porphyria was
placing his body.
3. “And give herself to me for ever.” c. Content: Seems unlikely that

her eyes are laughing, so maybe
her eyes weren’t “Happy and
proud” in line 32 either.

Aspirations…”
Region V – Bicol
Camarines Norte
4. Language of possession d. Content: This is disturbing –

the reader realizes that this is how
he is behaving after he has
murdered her.
5. “And yet God has not said a e. Language of possession: The

word!” narrator clearly wishes to possess
Porphyria as an object and
possession and to keep her
“forever”.
6. “…again f. Content: Ambiguity – could be

“Laughed the blue eyes surprised that he hasn’t been
punished or perhaps he does not
believe he has committed a sin at
all.
7. “And thus we sit together now,” g. The speaker wants Porphyria to

belong to him “forever” but he
believes that her “pride” and
“vainer ties” (possibly meaning
her higher social status) are
stopping her from being with him.
He is desperate to possess her,
and in death she becomes his
object.
Answers:
a, b, e, g, f c, d
J. Additional activities for

application or Organize the students into three groups. Ask the students to dramatize the
remediation story, using the autopsy surgeon’s report and the sob sister’s narrative as
sources for the script of their presentation.
V. REMARKS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
VI. REFLECTION
require additional
activities for remediation
C.Did the lesson work? No.
of learners who have
caught up w/ the lesson
D.No. of learners who
continue to require
remediation
E. Which of my teaching

Aspirations…”
Region V – Bicol
Camarines Norte
strategies worked well?

Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G.What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
PROCEDURES NOTES / SUGGESTIONS / RECOMMENDATIONS

A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for

the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts

and practicing new skills #1
E. Discussing new concepts

and practicing skills #2
F. Developing mastery
G. Making generalizations and

abstractions about the
lesson
H. Finding practical
applications of concepts
and skills in daily living
I. Evaluating learning

Aspirations…”
Region V – Bicol
Camarines Norte
J. Additional activities for

application or remediation

Aspirations…”

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Republic of the Philippines

The learner acquires knowledge of appropriate reading strategies for a better

The learner produces a detailed abstract of information gathered from the

English for Academic and Professional Purposes pp.38-39

“SDO Camarines Norte: Facilitating Dreams…, Valuing

I think that I shall never see

D.Discussing new concepts (10 minutes)

“SDO Camarines Norte: Facilitating Dreams…, Valuing

b. Explain the use of figurative language in the poem. Cite examples of

c. Ask the students to paraphrase the poem.

Group Activity (10 minutes)

1. Language of love and violence a. The speaker combines love and

2. “And all night long we have not b. Content: A contrast to the

3. “And give herself to me for ever.” c. Content: Seems unlikely that

“SDO Camarines Norte: Facilitating Dreams…, Valuing

4. Language of possession d. Content: This is disturbing –

5. “And yet God has not said a e. Language of possession: The

6. “…again f. Content: Ambiguity – could be

7. “And thus we sit together now,” g. The speaker wants Porphyria to

J. Additional activities for

“SDO Camarines Norte: Facilitating Dreams…, Valuing

strategies worked well?

PROCEDURES NOTES / SUGGESTIONS / RECOMMENDATIONS

B. Establishing a purpose for

D. Discussing new concepts

E. Discussing new concepts

G. Making generalizations and

“SDO Camarines Norte: Facilitating Dreams…, Valuing

J. Additional activities for

“SDO Camarines Norte: Facilitating Dreams…, Valuing

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