Lesson Plan in English 4 Poetry

Lesson Plan in English 4
(DepEd Order No. 42, s. 2016)

Prepared by:
I. Learning Competency
EN4SW-II-6
Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
Poetry (e.g., poem, riddle, nursery rhyme)
II. Objectives
At the end of the lesson, students should be able to:
● Identify various non-verbal cues used in poetry.

● Practice using facial expressions and gestures to enhance the clarity of poetry.
● Demonstrate comprehension of poetry through non-verbal cues.
III. Content
Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
IV. Learning Resources
- English Matatag Curriculum. page 41 https://www.slideshare.net/slideshow/final-
matatag-english-cg-2023-grades-210-withappendicespdf/265944182
V. Procedure
A. Before the Lesson
a. Opening Prayer
- Call the prayer leader to begin the prayer
b. Greetings
- Good morning, class! How are you today?
c. Checking of Attendance
- Check the attendance by looking at their seat plan
d. Review
- Have a short recap to assess the students’ understanding of the previous
lesson by asking these questions:
 Do you remember the different types of friendly letters we learned
about? We discussed excuse letters, invitation letters, gratitude
letters, and more. Can you name a few?
 How do we begin a friendly letter? What do we include in the
greeting?
e. Motivational Activity
- Display a short video clip showcasing various non-
verbal cues, including facial expressions and gestures.
Video link: https://youtu.be/_9uXxudNc98?si=4YAqcsL0Y9T9gqrs
- Prompt students to recall what they already know
about non-verbal communication.
- Ask questions such as:
 What are some examples of non-verbal cues?
 How do facial expressions and gestures help us
understand others?
 Why is it important to pay attention to non-verbal
cues when communicating?
f. Connecting the Activity to the Lesson: Introduction of the Lesson
- Encourage students to share their thoughts and experiences related to non-
verbal communication.
B. During the Lesson

- Define non-verbal cues and provide examples of facial expressions and
gestures with pictures.
 Non-verbal cues - signals that we use to communicate without
speaking. These cues include facial expressions and gestures. It
helps us convey emotions, intentions, and messages to others
without using words.
 Facial expression:
- Smiling: When we're happy or amused, we often smile. A
smile can show that we're friendly or enjoying something.
- Raised Eyebrows: When we're surprised or curious, we
might raise our eyebrows. This can show that we're
interested in something or that we didn't expect what we
heard.
- Furrowing of eyebrows: When we’re doubtful a slight
furrowing of the eyebrows and a slight wrinkling of the
forehead. Sometimes, the mouth may also be slightly
downturned or pressed together, indicating a sense of
concern or uncertainty.
- Wide Eyes: Wide eyes can indicate excitement or fear. For
example, if we see something surprising or scary, our eyes
might widen in response.
- Curling the upper lip: Curling the upper lip and wrinkling
the nose, sometimes accompanied by a slight squinting of
the eyes or raising of the eyebrows can indicate disgust.
 Gestures:
- Pointing: We use pointing to draw attention to something
or to indicate a direction. For example, if we see something
interesting, we might point at it to show others where to
look.
- Thumbs Up: A thumbs-up gesture is often used to show
approval or agreement. It can mean "good job" or "well
done."
- Waving: Waving is a friendly gesture used to greet
someone or say goodbye. It can also be a way to get
someone's attention from a distance.
- Clapping: Clapping is a way to show appreciation or
applause. We clap our hands together to congratulate
someone or to show that we enjoyed something.
- Explain the importance of using non-verbal cues to enhance the clarity of
poetry.
- Present examples of poems to the class and discuss with the students the
emotions, actions, or meanings conveyed in each piece modeling
appropriate facial expressions and gestures for each example.
 Poems: "The Road Not Taken" by Robert Frost, "Jabberwocky" by
Lewis Carroll
- Divide the class into small groups and assign each group a poem. Then
instruct the students to practice reciting their assigned piece using
appropriate non-verbal cues. Circulate around the room to provide
assistance and feedback as needed.
C. After the Lesson
a. Generalization
- Ask generalization questions to the learners to assess their understanding
of the lesson such as:
 Can you give an example of a facial expression or gesture that
could enhance the delivery of a poem?
 Why is it important to practice using non-verbal cues, such as
facial expressions and gestures, when reciting poetry?
b. Assessment
VI. Assignment
Instructions: Choose a poem to practice at home. Record yourself reciting the piece, paying
attention to your use of facial expressions and gestures.
Rubric:
Criteria Excellent Good Fair Needs

5 pts 3 pts 2 pts Improvement Score
1 pt
Use of Facial Facial Facial Some facial Minimal use of

Expressions expressions expressions expressions may facial
are natural, are mostly appear forced or expressions
expressive, appropriate unnatural. and not
and enhance and contribute effectively
the overall to the convey the
recitation. recitation. meaning of the
piece
Use of Gestures are Gestures are Some gestures Minimal use of

Gestures purposeful, mostly may not align gestures and
well-timed, appropriate closely with the not effectively
and add and contribute recitation or may support the
depth to the to the overall be distracting. content of the
recitation. presentation. piece
Expression Perform with Perform with Perform with Perform with

and Tone clear consistent limited expression minimal
expression, expression and tone, with few expression and
varying tone, and tone, variations in voice monotone
and using to convey delivery,
appropriate appropriate meaning and making it
emphasis on variations to emotion. difficult to
words and convey discern the
phrases to meaning and meaning or
convey emotion. emotion
meaning and behind the
emotion words.
effectively.
Pronunciation Pronounces Pronounces struggles to Struggles
and words clearly most words pronounce some pronouncing
Articulation and clearly and words clearly and many words
articulates articulates may have clearly and
sounds sounds difficulty may frequently
accurately, accurately, articulating stumble over
ensuring that with certain sounds, sounds or
every word is occasional leading to mispronounce
understood minor errors occasional words, making
by the or unclear misunderstandings it challenging
audience. passages. or confusion for for the
the audience. audience to
understand the
poem.
Total:
VII. Remarks
VIII. Reflection

Lesson Plan in English 4 Poetry

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Lesson Plan in English 4

(DepEd Order No. 42, s. 2016)

At the end of the lesson, students should be able to:

● Identify various non-verbal cues used in poetry.

B. During the Lesson

C. After the Lesson

Criteria Excellent Good Fair Needs

Use of Facial Facial Facial Some facial Minimal use of

Use of Gestures are Gestures are Some gestures Minimal use of

Expression Perform with Perform with Perform with Perform with

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