Day 2

School Marcelo Green High School Grade Level 9

Paranaque
Teacher Rose Marie Jean M. Morino Learning Area ENGLISH
Teaching Dates and December 6, 2022 (Tuesday) Quarter 2nd
Time 12:40-1:35 (9-Courage)
1:35-2:30 (9-Faith)
2:30-3:25 (9-Respect)
3:25-4:20 (9-Humility)

DAILY LESSON
LOG

I. Objectives
A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text
types serve as means of valuing other people; also how to use processing information
strategies, different forms of adverbs and conditionals for him/her to play an active part in
a Chamber Theatre presentation.

B. Performance Standards The learner proficiently plays an active part in a Chamber Theatre presentation through
employing effective verbal and non- verbal strategies based on the following criteria:
Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures.

C. Learning Competencies Reading Comprehension: Bridging Connections between Poetry and Life
D. Specific Learning Objectives At the end of the class, the students are expected to:
 Identify the difference of Prose and Poetry.
 Appreciate the importance of knowing the functions of the elements of poetry in
understanding the Poem.
 Interpret a poem by distinguishing the elements of poetry.
II. Content Lesson 1: Bridging Connections between Poetry and Life
III. Learning Resources
A. References
1. Teacher’s Guide English 9 Quarter 2 Module 1
2. Learner’s Materials pages English 9 Quarter 2 Module 1
3. Textbook Pages Pages 4-11
B. Other Learning Resources
IV. Procedures
A. Reviewing Previous Lesson or Five-Minute Drill: Guess the Gibberish
Presenting the New Lesson
1. Steel Aye Rice – Still, I Rise
2. Arrowed Nut Thicken – A Road Not Taken
3. Inn Beak Toes – Invictus
4. Paw Wet Three – Poetry
5. See Elf Foam Tray Ate – Self-POEMTrait

B. Establishing a Purpose for the WHAT NOW: Define Poetry and Prose
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.

C. Presenting Examples/ Instances of WHAT’S IN: Difference of Prose and Poetry

the New Lesson

D. Discussing New Concepts and

Practicing New Skills #1 WHAT IS IT: Elements of Poetry
Matching Type: Match the following Elements of the Story in Column A with
each appropriate description in Column B. Write only the letter of your answer.

Column A Column B
 (The teacher enhances students’ grammar awareness)

E.. Discussing New Concepts and Further Explanation of Elements of the Story
Practicing New Skills #2
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.

(The teacher practices the students’ comprehension skills.)

F. Developing Mastery READ AND COMPREHEND: Read and analyze the poem below and identify its
(Leads to Formative Assessment 3) elements. Write the answers on your notebook.
I Think Continually of Those Who Were Truly Great
By Stephen Spender

I think continually of those who were truly great.

Who, from the womb, remembered the soul’s history
Through corridors of light, where the hours are suns,
Endless and singing. Whose lovely ambition
Was that their lips, still touched with fire,
Should tell of the Spirit, clothed from head to foot in song.
And who hoarded from the Spring branches
The desires falling across their bodies like blossoms.

What is precious, is never to forget

The essential delight of the blood drawn from ageless springs
Breaking through rocks in worlds before our earth.
Never to deny its pleasure in the morning simple light
Nor its grave evening demand for love.
Never to allow gradually the traffic to smother
 With noise and fog, the flowering of the spirit.

Near the snow, near the sun, in the highest fields,

See how these names are fêted by the waving grass
And by the streamers of white cloud
And whispers of wind in the listening sky.
The names of those who in their lives fought for life,
Who wore at their hearts the fire’s centre.
Born of the sun, they travelled a short while toward the sun
And left the vivid air signed with their honour.

G. Finding Practical Applications of

Concepts and Skills in Daily Living
H. Making Generalizations and Summary:
Abstractions about the Lesson After the discussion on Poetry, do a self-reflection by answering the following questions:
 Do you understand the difference of Prose and Poetry?
 Were you able to identify correctly the elements of poetry in a poem?
I. Evaluating Learning
J. Additional Activities for Assignment: Bring any English newspaper or magazine for tomorrow along with your
Application of Remediation commonly used art materials; scissors, paste or glue, and bond paper.

V. Remarks
Reflection
A. No. of learners who earned 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:

______________________
Rose Marie Jean M. Morino
Student Teacher

Checked by:

______________________
Aileen R. Deogracias
Cooperating Teacher

Noted by:

_______________________
APRIL JOY F. LAYNESA
English Coordinator