Scribd
Upload
3K views6 pages

Grade 9 Psalm of Life

This lesson plan is for an English 9 class and focuses on analyzing the poem "A Psalm of Life" by Henry Wadsworth Longfellow. The objectives are for students to analyze literature to discover the self, compose different forms of literary writing, skim to determine key ideas and purpose, and use punctuation like quotation marks properly. The lesson involves reviewing punctuation, discussing how to use quotation marks, analyzing the poem, and composing their own poem about life and purpose. Students are assigned to answer a question in writing as homework.

Uploaded by

Celine Bati Quiambao
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
3K views6 pages

Grade 9 Psalm of Life

This lesson plan is for an English 9 class and focuses on analyzing the poem "A Psalm of Life" by Henry Wadsworth Longfellow. The objectives are for students to analyze literature to discover the self, compose different forms of literary writing, skim to determine key ideas and purpose, and use punctuation like quotation marks properly. The lesson involves reviewing punctuation, discussing how to use quotation marks, analyzing the poem, and composing their own poem about life and purpose. Students are assigned to answer a question in writing as homework.

Uploaded by

Celine Bati Quiambao
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 6

Department of Education

Region III
Division of Gapan City
Gapan South District
STO.CRISTO PROPER INTEGRATED SCHOOL

Sto.CristoNorte,Gapan City

SEMI- DETAILED LESSON PLAN IN ENGLISH 9 July 09, 2019

I. OBJECTIVES

At the end of the lesson, the students are expected to:

a. Analyze literature as a means of discovering the self. (EN9LT-Ie-14)


b. Compose forms of literary writing. (EN9WC-Ie-9)
c. Skim to determine key ideas and author’s purpose(EN9SS-Ie-1.5.1)
d. Use appropriate punctuation marks (quotation marks) and capitalization to convey
meaning. (EN9G-Ie-1.6/1.7)

II. SUBJECT MATTER

Topic: A Psalm of Life by:Henry Wadsworth Longfellow


Subtopic: Using Quotation Marks
Reference: CG, LM, TG www.wikipedia.com
Materials:CG, TG, laptop, chalk and board, tarpapel

III. Procedure
A. Preliminary Activities
1. Daily Routine
a. Opening prayer
b. Checking of attendance
2. Review
The teacher will ask the following questions:
a. What was our last topic?
b. Who is King Arthur?
c. What are the different punctuation marks?
d. Why is punctuation important?

3. Drill
A. Spelling
a. mournful
b. slumber
c. fleet
d. muffle
e. strife
f. pleasant
g. cattle
h. sublime
i. pursue
j. shipwreck
B. Unlocking Difficulties
a. mournful- feeling, expressing, or inducing sadness, regret, or grief
b. slumber- sleep
c. fleeting- lasting for a very short time.
d. muffle- make (a sound) quieter or less distinct.
e. strife- angry or bitter disagreement over fundamental issues; conflict.
f. pleasant- giving a sense of happy satisfaction or enjoyment.
g. cattle- similar animals of a group like yak, bison, and buffalo
h. sublime- used to denote the extreme nature of a person's attitude or behavior.
i. pursue- seek to attain or accomplish (a goal) over a long period.
j. shipwreck- the destruction of a ship at sea by sinking or breaking up
k. bivouac- a temporary camp without tents or cover, used especially by soldiers or
mountaineers.
l. forlorn- pitifully sad and abandoned or lonely

4. Motivation
Task 2 HOW DO YOU LOOK AT LIFE?
Direction: Read the following quotations.

“To be what we are, and to become what we are capable of becoming is the only end of life.” ---
Robert Louise Stevenson

“Life is a big sea full of many fish. I let down my nets and pull.” --- Langston Hughes

Compare them and look for what do they have in common?


Do you agree with what each suggests? Why?

Task 3 Why Not?


Direction: Listen to the song, “Where are You Going To”. Reflect and share answers on the following
questions:

B. Procedure
1. Presentation of the Lesson
2. Discussion of the Lesson

The teacher and students will engage in an active discussion on the following:
A. Quotation Marks and Its Uses

1. Full stops and commas always go inside quotation marks.


Example: She said, ‘‘you need to hurry up.’’
2. The placement of question marks with quotes follows logic. If a question is in quotation
marks, the question mark should be placed inside the quotation marks.
Examples: She asked, ‘‘Will you still be my friend?’’
Do you agree with the saying, ‘‘All’s fair in love and war’’?
( Only one ending punctuation mark is used with quotation marks. Also, the stronger
punctuation mark wins. Therefore, no full stop after war is used.)
3. When you have a question outside quoted material AND inside quoted material, use only one
question mark and place it inside the quotation mark.
Example: Did she say, ‘‘May I go?’’
4. Use single quotation marks for quotes within quotes.
Example: He said, ‘‘Danial said, ‘Do not treat me that way.’’’
5. Use quotation marks to set off a direct quotation only.
Example: ‘‘When will you be here?’’, he asked. He asked when you will be there.
6. Do not use quotation marks with quoted material that is more than three lines in length.

B.
A PSALM OF LIFE
by: Henry Wadsworth Longfellow
Tell me not, in mournful numbers,
Life is but an empty dream!
For the soul is dead that slumbers,
And things are not what they seem.

Life is real! Life is earnest!


And the grave is not its goal;
Dust thou art, to dust returnest,
Was not spoken of the soul.

Not enjoyment, and not sorrow,


Is our destined end or way;
But to act, that each to-morrow
Find us farther than to-day.
Art is long, and Time is fleeting,
And our hearts, though stout and brave,
Still, like muffled drums, are beating
Funeral marches to the grave.

In the world’s broad field of battle,


In the bivouac of Life,
Be not like dumb, driven cattle!
Be a hero in the strife!

Trust no Future, howe’er pleasant!


Let the dead Past bury its dead!
Act,— act in the living Present!
Heart within, and God o’erhead!

Lives of great men all remind us


We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time;

Footprints, that perhaps another,


Sailing o’er life’s solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again.

Let us, then, be up and doing,


With a heart for any fate;
Still achieving, still pursuing,
Learn to labor and to wait.

3.Practice Exercise
Insert quotation marks where necessary and use a comma to separate a quotation from the rest of
the sentence. (Find the answers on the next page.)
1. We are going to run out of food she said if we aren’t careful.
______________________________________________________________
2. I am bored of this game he muttered.
______________________________________________________________
3. Okay boys the coach shouted time’s up.
______________________________________________________________
4. Hey you the man screamed I want my cap back
______________________________________________________________

5. It’s too cold to get out of bed the little boy murmured.
______________________________________________________________

6. If you flunk this time Hank told his son you’re going to get grounded.
______________________________________________________________
7. I’m going shopping she announced.
______________________________________________________________
8. The price of gas is going up he told his neighbor.
______________________________________________________________
9. We are going to order pizza tonight the boys told their mother.
______________________________________________________________
10. No you aren’t she retorted we’re having steak.
______________________________________________________________

4.Generalization

The teacher will ask the following questions:


1. What according to the poem is our “destined end” or purpose?
2. Is the poem morally uplifting and sentimental? Prove your point.
3. How can one be a man according to Longfellow?
4. What conditions are suggested by the persona/ speaker in order for anyone to become a
man? Recite lines that illustrate each condition.

IV. Evaluation
A.
B.
Direction:Compose a poem about life and your purpose as a person. Your poem should be
composed of at least 3 stanzas. No rhyme, pattern, or specific meter. (free verse)

V. Assignment
Direction:On a whole sheet of pad paper, answer the question and write it inside the box.

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy