Maryhill College, Inc.

Higher Education Department

College of Teacher Education

I. Objectives

A. Content Standard
The learner demonstrates an understanding of how Anglo-American literature and other
text types serve as means of enhancing the self; also, how to use processing, assessing,
summarizing information, word derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate actively in a speech choir.
B. Performance Standard
The learner actively participates in a speech choir through using effective verbal and
non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions,
Body Movements/ Gestures and Audience Contact.
C. Learning Competency:
Analyze literature as a means of valuing other people and their various circumstances in life.
Objectives:
a. Explain the different strategies used in the text
b. Reflect on the importance of using the strategies in annotation
c. Annotate the given text using the different strategies

II. Learning Content (Subject Matter)

A. Lesson: Making Annotations
B. Materials: Laptop, PowerPoint Presentation, Paper,
C. References:
- Pivot Learner’s material Quarter 2 English p.9-10
- Still I Rise by Maya Angelou | Poetry Foundation. (1994). Poetry Foundation.
https://www.poetryfoundation.org/poems/46446/still-i-rise
- (82) Making Annotations || Grade 9 English || Quarter 2 Week 2 - YouTube
- (82) GRADE 9 ENGLISH Quarter 2 Week 1 Making Annotations - YouTube
- The Passionate Shepherd to His Love by… | Poetry Foundation
III. Learning Tasks (Learning Strategies)

Teacher’s Activity Student’s Activity

Daily Routine
“Class, please arrange your seats properly and pick up the pieces of (The students will arrange their
trash under your chairs.” seats and pick up the pieces of
trash under their chairs.)
Greetings
“Good morning, Class!”
“Good morning, ma’am Judie!”
Prayer
“Before we begin the lesson this afternoon, let us first ask the
guidance of almighty God to enlighten our mind to completely “Okay ma’am. Let us bow our
understand the lesson. Would you please lead the prayer, Ms. Cristy? heads and feel the presence of
the lord. Our Father… Amen.”
“Thank you, Ms. Cristy.”

Checking of Attendance
“Miss Secretary, do we have any absentees for today?”

“Very good class!”

“None ma’am”
Recall
“Who would like to give some recap of what you’ve tackled last
meeting?”

“Alright, very good!”

“Last meeting, we tackled about
the Crossing the Bar by Alfred
A. Activity Tennyson”

“Who among you loves reading?”

“What is your favorite book?”

“Tell me something about your favorite book.”

“Have you experienced giving a book/poem, or any text a title?

“How about putting a mark or circle on the unfamiliar words?”

“For those who haven't experienced this yet, get ready, because that
is what we are going to do today!” “Yes ma’am!”

“Write the poem in your notebook and give it a title. Then, encircle all
the unfamiliar words and look for their meaning. After that, write down
one question about the poem.”

Social issues, they abound,

Their complexity is all around.
No single cause, no simple cure,
We must dig deep to find the pure.

Injustice, inequality, and strife,

These are the challenges of life.
Discrimination, poverty, and hate,
The list goes on, it’s hard to state.

“Ok, so I will give you eight minutes for this activity; you may start
now!”
“Time is up!”

“I will call three students to share their work.”

B. Analysis

“It’s actually related to our recent topic, making connections, because

here, you can still apply those three types of connections in the text.
However, in your activity, what did you do to the text? What did you
put in the text?”

“Okay, that’s correct. "Did you understand the poem while doing your
activity?"

“What do you think it’s all about?”

“Very good! When we give a text a title or put a mark on a text. Like
for example, putting a circle to the words that is unfamiliar or "We put some a title to the
highlighting the words that is important? We call that?” poem, encircle the unfamiliar
C. Abstraction words and ask questions about
“Yes, that’s correct! For today’s topic, we will be discussing ‘Making the poem.”
Annotations.’”
“Yes ma’am!”
“Making annotations is to make marks on the text that you are
reading. Its main goal is to make connections between what you
already know—about practically anything—and the world around you.” “It’s about social issues ma’am”

“So, we have four benefits of annotating (Azevedo, 2017). Kindly read

No. 1.” “Annotation”

“Number two.”

“Please read no. 3.”

“Last, no. 4.”

“Azevedo (2017) added that the following annotation strategies may

be used:”
“1. It makes you more engaged
"Kindly read the first strategy.” in the material.”

“2. It slows your reading, which

“Just like what you did earlier, you circled the unfamiliar words. Now, helps you focus on details and
Let’s try to annotate the lyrics of Auld Lang Syne." (old-leng-zin) have better retention and
comprehension.”
“Should old acquaintances be forgotten? For auld lang syne, my dear,
for auld lang syne.” “3. It helps you process what
you are reading.”
“So, what are the unfamiliar words?"
 “4. It records textual evidence
"Acquaintance, okay, so you will put a circle on that word. for later reference. You may
“What else is the unfamiliar word?” even note your questions for
further research.”

“Circle unfamiliar words, then

look them up, and write down
the definition.”

“Ok, so what do you think is the meaning of auld lang syne?”

“It means old times.”

“Read the next strategy.” “Acquaintance”

"For example: I hope to see my Pilot face to face, When I have crost
the bar.”

“Auld lang syne”

"You will put a question mark in the word "crost" It's an older form that
is not commonly used in contemporary English.”

“Ok, so let’s proceed to the third strategy; please read.”

“For example, For tho’ from out our bourne of Time and Place,
The flood may bear me far”

“Use question marks to indicate

area of uncertainty.”

“So here in example, what do think is the important detail?

“That's correct, so put a star here in time and place.”

"The next strategy is the use of exclamation points. Kindly read.”

“Thank you”
“For example," And there’s a hand, my trusty friend. And give me a
hand o’ thine!

“Use stars to indicate anything

that seems important, such as
themes, symbols,
“In here, the speaker is asking for a gesture of friendship and foreshadowing, etc.
solidarity. It is something dramatic right?”

“Let’s proceed to the next strategy. Please, read”

“Thank you, for example, in a story, you just have to put a circle or
asterisk every time the character is introduced.”

“For example, “Time and Place!”

In the quiet town of Brooksville, a newcomer named Emily Thompson
opened the door to the local bakery.”

“Emily Thompson was introduced for the first time.” “Use exclamation points to
indicate something dramatic or
“How about next one?” a key turning point.”

“So, you’re just going to write their names and characteristics, okay?”

“The next one, please read.”

“Circle (or mark somehow)

character names any time they
are introduced for the first time.”
“The next one?”

“For example, (show illustration), as you can see here, there is a “Keep a list somewhere, maybe
summary of the story at the end of the chapter.” on the inside cover, of all the
characters and their traits. Add
to this list as new characters are
introduced or as you learn more
about existing characters.”

“Yes, ma’am”

“Next strategy, kindly read.”

“Write your notes in the margins

(best method), on sticky notes
(decent method), or in a
“Like in your activity, you list down all the questions that you had in the separate notebook (least
poem. For example, For tho’ from out our bourne of Time and Place, favorable method).”
The flood may bear me far”

“Paraphrase or summarize each

chapter after you finish reading
“The 10th strategy, please read.”
it. You only need a few
sentences to do this. Write them
down at the beginning or end of
the chapter.”
 “Write down any questions you
have about the text, either
questions you are willing to wait
“Last strategy, please read.” to find out the answer to as you
read further or questions you
want to bring up to your teacher
in class the next day.”
“In our activity earlier, you gave the poem a title, right?”

“Here, just uses the keyword for giving each chapter a title.” “Yes, Ma’am”

“Use a color-coded system if

“Class, you may also use illustrated annotations which use images to
that type of thing appeals to
represent concepts and elements.
you.”
Do you have any questions?

DRILL
“Get your notebook and try to annotate the given text.”

Vines these thorns on the branches of banyan tree,

The wound is deeply sunken, really stubborn.

“To wrap up today’s discussion, who can give me the meaning of

“Give each chapter a title. So,
annotation?”
after you finish reading each
“How many strategies do we have?”
chapter, go back to its title page
“Can someone give me a strategy on how to annotate a text?”
and give it a title.”

“Yes, ma’am”
S
D. Application
“This will be the group one, two, three, four, and five.” Annotate the
poem entitled The Passionate Sheperd to His Love by Christopher
Marlowe. I will give you 10 minutes to do your task. You can use any
of the strategies that we tackled and explain why you used them.
Okay? Take note of the rubrics.”
Criteri Exceed Meets Needs
a the the improve
expectat expectat ment
ions (5) ions (4) (3)
Annotat Annotati Annotati Annotati
ion ons ons ons are
Depth demonstr provide a limited
ate basic and lack “Yes, ma’am”
exceptio understa depth,
nal depth nding of offering
and the only
insight, poem's surface-
reflecting content level “None ma’am.”
a and insights
thorough some into the
understa identifica poem.
nding of tion of
the literary
poem's elements
key .
elements
,
including
themes “It is to make marks on the
and texts”
literary “11 ma’am”
devices,
with
thoughtfu
l insights.
Variety Applies a Uses a Applies
of range of limited only one
strategi annotatio variety of or two
es n annotatio annotatio
strategie n n
s, strategie strategie
demonstr s, with s with
ating a some minimal
good effective impact
understa ness in on
nding of enhancin compreh
how g ension.
different compreh
techniqu ension.
es
enhance
compreh
ension.
Collabo Actively Collabor Minimally
ration and ates well contribut
within positively with es to the
 the collabora group group
group tes with members effort,
group , making with
members positive limited
, contributi collabora
contributi ons to tion.
ng the
significan annotatio
tly to the n “Yes, ma’am”
overall process.
success
of the
annotatio (Each group will present their
n activity. work.)

“Is that clear?”

“Ma’am, for us to better
“Time is up!” understand the meaning of the
text,"
“Please, present your work; let’s have the first group." Let’s see what
strategies you used.”

“Please pass your paper. So now, what is the importance of

annotating the text?”

“Very well!”

IV. Assignment
In one whole sheet of paper, annotate the poem entitled “Still I Rise” by Maya Angelou

Prepared by:
JUDIE FAITH C. LEONIDA