DAILY LESSON PLAN IN ENGLISH 9

Quarter 2 – WEEK 2
School Mauswagon IS Grade Level & Section 9
Teacher Jannaica Mae S. Baldon Quarter 2
Learning English Teaching Dates & Duration November 13-17,
Area 2023 / Up to 4 days
I. LEARNING OBJECTIVES
Learning Competencies/Code Make connections between texts to particular social issues, concerns,
or dispositions in real life
Objectives
 Knowledge/Cognitive - Recognize how to make connections between texts to
particular issues, concerns, dispositions in life.
 Skills/Psychomotor - Distinguish the features present in poetry.
 Attitude/Affective - Express appreciation for sensory images used.
II. CONTENT Bridging Connections between Poetry and Life
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning ADM Learner’s Material Quarter 2 First Edition, 2020 Written by
Resource (LR) portal Patricia Ulynne F. Garvida and Michelle G. Rocillo
B. Other Learning Resources
C. Supplies, Equipment, Tools, etc. Laptop (if available), Chalkboard, Modules
IV. PROCEDURES
A. Review/Introductory The teacher will ask the students if they are familiar with these lines.
Activity The students will read the lines with the emotions they convey then answer the
questions for each item.

1. In poetry, how do you call the underlined words?

“Mirror, mirror, on the wall
Who’s the greatest of them all?”
2. What literary device is used in the tongue twister below?
“Peter Piper picked a peck of pickled pepper
A peck of pickled pepper Peter Piper picked
If Peter Piper picked a peck of pickled pepper
Where’s the peck of pickled pepper Peter Piper picked?”
3. Where are these romantic lines lifted?
“If I profane with my unworthiest hand
This holy shrine, the gentle fine is this;
My lips, two blushing pilgrims, ready stand
To smooth that rough touch with a tender kiss.”
4. What is the rhyme scheme of these lines from Shakespeare’s Sonnet 130?
“My mistress' eyes are nothing like the sun;
Coral is far more red than her lips' red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.”

B. Activity/ Motivation Memories and Photographs!

The teacher will show a collage of Great Personalities of the World.

C. Analysis/Presenting The teacher will then ask the following questions.

examples of the new
lesson where the 1. Can you name some of the great personalities of the world who are included in the
concepts are collage? Do you think they are truly great? Why? Why not?
 clarified 2. Among those whom you have identified, who do you consider as the greatest?
Why?
3. In the time of pandemic, who do you regard as truly great? Why?

D. Abstraction The teacher will then proceed with the discussion of the lesson.

- Prose is basically a literary piece presented in the pattern of natural,

straightforward, and ordinary language written in sentences that are arranged
in paragraphs. It does not pay much attention to metrical or rhythmic
structures but is most concerned about the accuracy of grammatical structure,
punctuations, capitalization, and syntax.
- Poetry is a special kind of artistic writing. It is a way of blending art with
language. Repetition and rhythm are often used as building blocks for poetry.
Poems use well-chosen words which are so intricately woven to convey lots
of ideas, making each word very essential.

Category Prose Poetry Category Prose Poetry

Category Prose Poetry
Structure/Form Written in Written in sentences Written in lines forming
sentences stanzas/verses
Syntax Observes strict grammar, Has loose grammar and
punctuation, and punctuation Has poetic
capitalization license
Common examples are:

Kinds/Types Common examples are  Lyric– elegy, ode,

essays, novels, journals, and sonnet
articles, blogs, news,  Dramatic–
speeches, diary entries, etc. tragedy, comedy,
tragic-comedy,
closed drama, and
masque
 Narrative– epic,
ballad, tale,
metrical, and
romance

Language Style  Usually  Uses creative,

straightforward, concise, articulate
ordinary, and words
natural  Uses figurative
 No limit in terms Language and is
of word usage rhythmical

Content/Purpose Informational, logical, Emotional

practical
Elements of Poetry

The following are the most common elements of poetry:

1. Stanza – a group of lines that form the basic metrical unit in a poem or verse.
Stanzas may be classified into different types, such as couplet- two lines that
rhyme, tercet-three lines that may or may not rhyme, quatrain-four lines, cinquain-
five lines, sestet-six lines septet-seven lines, and octave-eight lines. Three-lined
poems up to eight-lined poems may or may not rhyme.
2. Rhyme – the repetition of the same or similar sounds at the end of each line. It is
achieved when two or more words have the same sound when spoken or read,
though these words may not have the same spelling. This rhyme creates a pattern
within the poem, called rhyme scheme, which makes the poem more interesting.
3. Rhythm – the pattern of stressed and unstressed syllables in each line, giving the
poem a regular beat. Each group of stressed and unstressed syllable is called
“foot”. One kind of metered foot is the iamb, which is a unit of rhythm consisting
of one unstressed (ˇ), followed by one stressed (/) syllable. Iambic pentameter
consists of five iambs in a single line.
 4. Tone – the attitude of the writer about a subject. This is created by word choice,
setting, regular or irregular meter, and figurative language.
5. Mood – the emotion evoked by the author. It is the feeling or the atmosphere that
the reader gets when he is reading a text.
6. Imagery – the use of vivid words that appeal to the five senses in order to deepen
the reader’s understanding of the text. It also means the use of figurative language
to represent ideas in a way that appeals to our physical senses. It usually creates an
image in the reader’s mind.
7. Figurative Language – refers to a language that conveys deeper and more
complex meaning of words than what it literally suggests. It is achieved mostly
when identifying or comparing one to another. The most common figures of
speech used in poems are simile, metaphor, personification, hyperbole, irony,
alliteration, assonance, consonance, onomatopoeia, repetition, and symbolism.

A Glimpse of Sonnet and the Sonneteers

Sonnets were first written as love poems which started in Italy by Francesco
Petrarch in the 14th century. He was the first known major sonnet writer.
Petrarchwrote a lot of poems compiled in a book called Canzoniere, meaning songs.
His first epic poem, Africa, and other writings on Roman history made him very
popular in Europe. In 1341, he became Rome’s Poet Laureate, one who is appointed
to write poems for special events and occasions for the government.

William Shakespeare, a well-known dramatist and poet, started using sonnets during
the Elizabethan Era. He was born in Stratford-Upon-Avon, England. He is regarded
as the god of English Literature. Today, Shakespeare is known as one of the most
prolific sonnet writers of all times. He wrote 154 sonnets which were published in
1609 by Thomas Thorpe.

Italian Sonnet
English Sonnet
14 lines divided into three quatrains and a 14 lines divided into two sections:
rhyming couplet
- octave and a sestet
- 3 Quatrains x 4 lines = 12 lines - Octave = 8 lines
- Rhyming couplet = 2 lines - Sestet = 6 lines
- Total= 14 lines - Total = 14 line

First two quatrains present a proposition, an

argument, or a problem
The first eight lines present a problem or an
The third quatrain presents a turn from argument; the last six lines provide an
question to answer, from proposition to answer or a resolution
question

The final couplet provides the theme of

the poem or the final answer.
Rhyme scheme is abab, cdcd, efef, gg Rhyme scheme plays around: abba, abba,
cde,cde; abba, abba, cde,dec; abba, abba,
cdc, dcd
Its meter is a perfect iambic pentameter Its meter is iambic pentameter
Sonnets 1-126 were dedicated to a young Petrarch dedicated his sonnets to a beautiful
man Sonnets 127-154 were dedicated to a woman named Laura. He wrote 317 sonnets
dark lady for her.
Popularized by William Shakespeare Canonized by Francesco Petrarch
E. Valuing: Finding The teacher will let the students read the poem I Think Continually of Those Who
Practical Were Truly Great Continually of Those Who Were Truly Great by Stephen Spender.
Applications of The students will observe the abundance of literary devices used by the author and
Concepts and Skills analyze how wonderfully the words are chosen to extract the richness of the ideas in
in Daily Living each stanza.

1. Who are being described by the persona in the first verse? What tone did the
author use to describe them?
 2. According to the second stanza, how are we supposed to treat precious things and
great people?
3. In the last two lines of the third verse, name a few groups of people who, by virtue
of their job or vocation, fall under this category.
“Born of the sun they traveled a short while towards the sun,
And left the vivid air signed with their honor.”

Dress Me Up!
Copy Sonnet 18 in your Journal Notebook. Let us clothe the sonnet in fashion. First,
label the lines according to their division as quatrains and couplet on the left side.
Then on the right, underline all end words and write its rhyme scheme using the
alphabet. When this is all done, try to mark the unaccented as well as the accented
syllable in each line using the appropriate symbols.

F. Generalization
The students will read Maribel Anog-Gumangan’s “Literature and Life” by
answering the following questions.

1. Read the article again and take special notice on the figurative language used by
the author. List them down in your journal notebook then try to analyze their
meaning.
2. Pick out words that are unfamiliar to you then look up their meaning in a
dictionary. Beside your definition, construct a sentence using the vocabulary
word.
3. Choose a line or an idea that struck you the most. Relate that line or idea to your
present situation in life.
4. Think of something positive to say to someone in your family whom you think is
most affected by the pandemic. Talk to him/her about the other side of this
inevitable challenge. You may find inspiration in the message that the article
conveys.

G. Assessment Read each question carefully and then choose the letter of the best answer. Write
your answer on a separate sheet of paper.

1. What mood is suggested by the last two lines of William Ernest Henley’s
poem, Invictus: “I am the master of my ship, I am the captain of my soul”?
A. persistent C. vindictive B. sad D. funny
2. Prose is written in sentences which are arranged in paragraphs whilepoetry is
written in lines grouped in ____________.
A. composition C. stanza B. clause D. phrase
3. “I should have forgotten you if not for the wind who whispered your name to
me!” What figure of speech is used in the sentence?
A. metaphor C. personification B. alliteration D. irony
4. What literary devices are used in the poem, “O Captain, My Captain,” by Walt
Whitman?
“But O heart! heart! heart!, O the bleeding drops of red,
Where on the deck my Captain lies, Fallen cold and dead”
 A. simile and metaphor C. hyperbole and assonance
B. apostrophe and alliteration D. apostrophe and metaphor
5. “O Captain, My Captain” is an example of a/an
_________________________?
A. epic C. elegy B. sonnet D. ode
6. The song, “Auld Lang Syne” is intentionally played during _________?
A. funeral service C. Christmas party B. birthdays D. New Year’s Eve
7. Auld Lang Syneis atitle of a poem written by Robert Burns in 1788.What does
the phrase literally mean?
A. Happy New Year C. Old long since
B. For the good times D. Till we meet again
8. Our national heroes, soldiers, poets, artists, educators, and leaders are great
people in the society. During this time of pandemic, who could be your new
heroes? Identify at least three sectors of people in your society whom you
consider great and heroic.
__________________,________________________,___________________
9. Which of the following sentences uses an adverb?
A. The doctor is very jolly and lovely.
B. The show will be held tomorrow at the quadrangle.
C. The policeman warned the people politely.
D. Both b and c
10. The following sentences contain different types of adverb. Which one does
not?
A. Today, the Bayanihan spirit thrives among the people.
B. The modern-day heroes are the front liners who serve ceaselessly amid the
dangers of COVID-19.
C. Doctors and nurses work under great pressure in the hospital.
D. The president praised all the front liners.
11. Which of the given sentences below contain an adverb of manner?
A. Today, the Bayanihan spirit thrives among people.
B. The modern-day heroes are the front liners who serve ceaselessly amid the
dangers of COVID-19.
C. Doctors and nurses work under great pressure in the hospital.
D. The president praised all the front liners.
12. Which of the following statements is true about an adverb?
A. It is a part of speech that modifies a noun or pronoun.
B. It is a part of speech that modifies a verb, adjective, or another adverb.
C. It is a part of speech that tells when, where, and how a thing is done.
D. Both b and c
13. Which sentence correctly shows an adverb of manner?
A. She talks spontaneously and fluently.
B. Ana delivered a short message in front of the children.
C. Ben strolled at the park.
D. They arrived one hour late at the venue.
14. What sentence correctly shows an adverb of time?
A. Alex waited for me for almost three hours.
B. He immediately consulted his doctor about the symptoms that he felt.
C. “Meet me at the lobby”, said the nurse.
D. The soldier instructed him to show his quarantine pass.
15. The police officer handed back my pass carefully and cheerfully. What type of
adverb are the underlined words?
A. Adverb of manner B. Adverb of time
C. Adverb of place D. None of the above
V. REMARKS
VI. REFLECTIONS
A. No.of learners who
learned 80% on the
formative assessment
B. No.of learners who
require additional
activities for remediation.
C. Did the remedial
 lessons work? No.of
learners who have
caught up with the
lesson.
D. No.of learners who
continue to require
remediation
E. Which of my
teaching 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?

Prepared by:

JANNAICA MAE S. BALDON

Teacher 1, Mauswagon Integrated School

Checked by:

MELANIE M. FABREA
Teacher III / School-In-Charge