University of San Agustin

BASIC EDUCATION DEPARTMENT

JUNIOR HIGH SCHOOL
Sambag, Jaro, Iloilo City

LESSON PLAN in ENGLISH 7

AY 2021 – 2022

I. Learning Outcomes

At the end of the lesson the learners are expected to:

● Analyze the pros and cons of a solution using a graphic
organizer
● Raise sensible, challenging thought-provoking questions
in public forums/ panel discussion

II. Subject Matter - LESSON 12: Identifying the Speaker

● Topic/Skills  Reading Text

 Perspective
 Speaker

● Materials  PowerPoint Presentation

 Pictures
 YouTube Videos

● References ➔ Reference Book: Caro, Jaime D.L. (2016). British and

American Literature. (1st edition). TechFactor Inc.,
Philippines.
➔ Rollins-Natividad, V. (2016). English in Perspective 7
Anglo- American Literature. Abiva Bldg. 851 G. Araneta
Ave., Quezon City, Philippines.
➔ https://iwp.uiowa.edu/writers/joel-toledo
➔ https://www.youtube.com/watch?v=_mfus7QCeWU
➔ https://www.poemhunter.com/poem/no-man-is-an-island/

● Resource Person/s

● Subject Integration  Poem Reading and Analysis

 Values Education / Core Value – Truthfulness / Honesty

● Multiple  Intrapersonal (Able to understand oneself by analyzing

Intelligences the things that one wants to convey and its effects toward
others.)
 Interpersonal (Able to build good relation and connection
with others through meaningful interactions.)
 Linguistic (Able to construct thoughts by expressing and
relaying it through written and oral communication.)
 ● Values Integration  Honesty / Sensitivity
 As an Augustinian, we must be lover of Truth. We
speak with Honesty. Also, as Augustinian, we bear the
value of caritas in which being sensitive is anchored.
Be sensitive with what you say and do that affects
other people and define what kind of person are you.

III. Learning Activities

Preliminary Activities Teacher’s Tasks Learner’s Tasks

 Prayer “Okay class, before we begin

let us have our prayer first.
In the name of the Father, and (The whole class prayed)
of the Son, and of the Holy
Spirit. Amen.”

 Greetings “Good morning students!” “Good morning Cher!”

“I hope that you are all doing
fine and safe!”

 Review Drill “Okay! So, last week, we have “Cher!”

discussed about what?”
“Anybody from class could tell “Our lesson last week is about
us what is our lesson last Imagery and Future Perfect
week?” Tense.”
“Alright! That is correct!”

“Now, can somebody tell us “Cher! Imagery is a technique

what is imagery?” used by poets to re-create
“That is correct!” sensory experiences.”
“Now, can somebody give us “Cher! The line, “My future
example of imagery?” seems a boundless sea.” “It can
“That’s correct! And thank be referred to as a long way
you!” ahead in getting my goals and
dreams be reached and
achieved.”

“How about Future Perfect “Cher! Future Perfect Tense is

Tense? Anyone from the class used to describe an action that
can tell us about Future Perfect will have been completed at
Tense?” some point in the future.”
“That is correct! Thank you!”

“Now, who can give us some “Cher! Examples are:

examples of Future Perfect John will have baked a cake.
Tense in a sentence?” They will have painted the
“That is correct! Thank you!” fence.”
 “Very good students! You have
successfully inculcated to your
minds what is Imagery and
Future Perfect Tense!”
“You are all ready to proceed
with our new lesson this
morning!

Introduction “Now, I want to ask if who

among you here loves to read
any form of text? Be it, a letter,
a diary, a poem, a song lyric, or
book? I know that there are (Some students give response)
some printed and digital
nowadays. So, yeah who
among here?”

“Very well! Now, may I ask if, “Cher! When I read a certain
when you read a certain text, I look for the point of view.
literary text, digital or printed, If it is in the first, second, or
how do you know the speaker third person point of view.”
of the text?”
“That correct! And that’s one
factor.
“Alright! To know more about
it, our lesson this morning is all
about “Identifying the
Speaker”

“But before I proceed, let’s

have first a short activity.”
“On screen you see that there
are words with missing letters
and with corresponding
definition of it on the other
column.”
“What we’re going to do is, I’ll
be asking some volunteers to
read the definition and try to
guess the word.”

“Okay! Let’s start!”

“Who can read the first “Cher! To remove a plant from
number? Anyone?” the soil – Uproot.”
“That is correct! Thank you!”

“Next number who can read?” “Cher! To eat something

“That is also correct!” greedily – Devour.”
 “Next?” “Cher! The series of concentric
“That’s right! Thank you!” circles found within a tree –
Whorls.”
(Finished all ten (10) items)

Interaction “Alright! So, this morning we

will talk about Identifying the
Speaker.”
“So, on screen, we have the
concept of Identifying the
Speaker. “
“Now, can somebody read the “Cher! Identifying the speaker
paragraph on screen?” in a poem or story is crucial in
the understanding of it. This is
because the speaker influences
your perspective of the literary
piece. As a reader, you are
looking at the story or subject
through the speaker’s eyes, and
this perspective may also
influence you without your
knowing it as you read and
interpret the text.”
“Very good! Thank you so
much!”
“Okay! So, as it says,
Identifying the Speaker is
crucial in the understanding of
it. It is because it influences the
speaker’s perspective of the
literary piece.”
“As a reader, you look at the
story or subject through the
speaker’s eyes. That
perspective may influence you
without knowing it as you read
and interpret the text.”
“Knowing the speaker will
help you understand the poem
or story’s meaning through the
following.”
“Okay! Number one who can “Cher! The Speaker’s Situation
read?” (time, place, history, culture,
conflict, etc.)
“Thank you!”
(The teacher will explain it
further.)
“Next number, who can read?” “Cher! The speaker’s role (as a
character or narrator) and
“Thank you!” relationships (with the reader or
(The teacher will explain it the other characters).”
further.)
“Next number?” “Cher! The speaker’s
mannerisms traits, purpose and
“Thank you!” motives.”
(The teacher will explain it
further.)
“Next, who can read?” “Cher! The speaker’s unique
way of looking at the world.”
“Thank you!”
(The teacher will explain it
further.)
“Last number, who can read?” “Cher! The speaker’s intended
audience.”
“Thank you!”
(The teacher will explain it
further.)
“Okay! So, do you have any
questions about the concept of “None Cher!”
Identifying the Speaker?”

“Okay! So, before we proceed

to another activity, here on
screen you can see a poem
entitled “Construction by Joel
M. Toledo”
“Now, who among you here
know Joel M. Toledo?
Anyone?”

“Okay. So, Joel M. Toledo is a

Filipino poet, fiction and non-
fiction writer, and a literary
editor at The Philippine Free
Press and a professor at
Miriam College. He is the
author of four books of poetry,
including Chiaroscuro (2008)
and The Long Lost Startle
(2009), the children's book
Pedro and the Lifeforce (1997)
and others.”

“Now, what I want you to do,

I’ll be asking you to read each
stanza. Okay?”

“Okay! Let’s proceed.”

 “Who can read the first three “Cher!” (The student reads the
stanzas?” stanzas)
“Thank you!”
“Next three stanzas?” “Cher!” (The student reads the
“Thank you!” stanzas)
“Okay! Next?” “Cher!” (The student reads the
“Thank you!” stanzas)
“Okay! Last three stanzas?” “Cher!” (The student reads the
“Again, thank you for stanzas)
volunteering to read the
stanzas. Very good!”

“Okay! So, since, we’re done

reading the poem, let’s do the
Let’s Apply This! Activity.”

“Okay! So, I’ll be showing

later on screen some lines or
stanza and what will you do is,
you try to analyze it and then
you try to describe the speaker
of that stanza or line. Okay?” “Yes Cher!”

“When you try to describe the

speaker, you can use the guide
questions that we have on
screen. You also have this in
you Neo.”
(The teacher presents the
guide questions)
“Now, do you have any “None Cher!”
questions before we do the
activity?”
“Let’s start!”
(The teacher presents on
screen the lines or stanzas
from the poem)

“Very good! Thank you, class,

for participating!”

Integration “Now, since you all know now

how to Identify the Speaker,
let’s have another set of
activity in Let’s Do This! part.”

“We will have another poem, a

short one entitled NO MAN IS
AN ISLAND by John Donne
and then we try to answer
series of questions after
reading it.”
“But before I let you read the
poem which I’ll be showing on
screen later, I want you to
watch this short video from
YouTube. It is the character
reading of the poem as the
writer reads it.
(The teacher plays the video)

“Okay! Now, may I ask

someone to read the poem on
screen so that you can recap
and fully understand it?”
“Anyone?” “Cher!”
“NO MAN IS AN ISLAND by
John Donne”

“No man is an island,

Entire of itself,
Every man is a piece of the
continent,
A part of the main.
If a clod be washed away by the
sea,
Europe is the less.
As well as if a promontory
were.
As well as if a manor of thy
friend's
Or of thine own were:
Any man's death diminishes me,

Because I am involved in
mankind,
And therefore, never send to
know for whom the bell tolls;
It tolls for thee.
“Very good. Thank you!”
“Now, let’s try answering these
questions.”
“First question, who can read “Cher!”
and answer?”
“Very good! Thank you!”
(The teacher finished all five
questions with explanations
each number)
 “Okay class, Let’s Remember
This!”
“Looking at a story or subject
through the speaker’s eyes will
help you understand his/her
perspective.”

And as an Augustinian, we
must be a lover of truth. We
must always speak for the
truth. However, we must also
be sensitive to the feelings of
others especially if we speak ill
of them. We must avoid this in
order not to hurt them.”
“Remember that class, okay?” “Yes Cher!”

IV. Evaluation

Performance Tasks “Okay class! Before we

proceed with your next
activity, do you have any
questions with our discussions?
Anything in particular?” “None Cher!”

“Very well!”
“If that so, let’s have our last
activity this morning.”
“So, her on screen, we have
questions and the questions
are, “How do you understand
the word sensitive and how do
you apply that in a certain
situation in your life?”
(The teacher tries to explain
the question vernacular)

“Okay! I’ll be giving you two

to three minutes to construct
your answer and share it with
us. Okay?”
“Do you have any questions?”
“If that so, your time starts
now.”
(The teacher waits for the
students to finish their task)
“Okay class, all done?” “None Cher!”
“Okay! Now, who can share
 their answer in the class?”
“I think I’ll be asking three or
four of you to share their
thoughts. Who goes first?” “Yes Cher!”

“Very good! Thank you for

sharing your work. Who’s
next?” “Me Cher!”
(The teacher finished all three (The student shares his/her
sharers) work)
“Very class Thank you to our
sharers this morning!”

V. Assignment/ Enrichment (Asynchonus)

“Okay class! For your

assignment, please refer to
your module.”
“You can see there the activity
or the task Let’s See What You
have learned!”
“What will you do, you have to
put a checkmark () of what
you think about our lesson this
morning. Is it “Excellent”
“Very Satisfactory”
“Satisfactory” or “Needs
Improvement”?
“After that, you have to
complete the sentences below.” “Yes Cher!”
“Okay! Any questions?” “None Cher!”

“Alright! So, before we end

our session this morning, do
you have questions?” “None Cher!”

“Okay! So, that would be all

this morning. Let us have our
closing prayer.”
“Let us pray. In the name of
the Father, and of the Son, and
of the Holy Spirit, Amen.”
(Prays Glory Be)
“Goodbye class! Thank you
and see you later at 2 o’clock “Good bye Cher!”
in the afternoon.”
Prepared by: Verified by: Approved by:

Delos Santos, Louie E.

Olandria, Lowela C.