PRESENTATION OF MARY SCHOOL OF CLARIN, INC

Poblacion Centro, Clarin, Bohol

pmscbohol2019@gmail.com
(038) 417-5608

Semi-Detailed Lesson Plan

Subject: English Grade Level: 9

Quarter: I Lesson: 1

Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text
types serve as means of enhancing the self; also, how to use processing, assessing, summarizing information,
word derivation and formation strategies, appropriate word order, punctuation marks and interjections to
enable him/her to participate actively in a speech choir.

Performance Standard: The learner actively participates in a speech choir through using effective verbal and
non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body
Movements/Gestures and Audience Contact.

LEARNING COMPETENCIES:

EN9LT-Id-2.2.14: Analyze literature as a means of discovering the self

EN9OL-Ia-1.14: Use the correct pitch, juncture, stress, intonation, rate of speech, volume and projection
when delivering lines of poetry and prose in dramatic and conventional speech choirs
EN9F-Ih-3.14: Use the appropriate and effective speech conventions expected of speech choir presentations

Objectives:
1. Discover things about oneself through analyzing the poem
2. Explain the literary devices used in the poem upon examining its structure
3. Perform a speech choir observing appropriate and effective speech conventions
4. Reflect on the message of the poem and find values one can apply in real life

LEARNING CONTENT:

Lesson: “Seven Ages of Man” by William Shakespeare

Materials:
1. Laptop
2. TV
3. Chalkboard and other Instructional Materials

References:
1. K to 12 Curriculum Guide (May 2016)
2. Most Essential Learning Competencies (2020)
3. Anglo-American Literature Learner ‘s English 9 Books
4. Online References

LEARNING TASKS

Introduction:
Have you ever pondered what role/s you play at this point of your life?
 PRESENTATION OF MARY SCHOOL OF CLARIN, INC
Poblacion Centro, Clarin, Bohol
pmscbohol2019@gmail.com
(038) 417-5608
I. PRELIMINARY ACTIVITY:
“Do you know yourself well?”
1. The teacher presents the slam book and shows to the class.
Have you ever experienced writing in a slam book?
What information are you asked to provide in a slam book?
What is the purpose of asking someone to sign in a slam book?
2. Students will be asked to complete a slam book page that has been presented in the
PowerPoint for each of them.
Specific instructions will be given before starting to accomplish the page. Answer in ALL CAPS
(all letters in uppercase). Encircle your rating in the “Rate Yourself” portion. Observe neatness.

How well do you know yourself? Rate from 1 to 10.

Do you believe there are still things you will discover about yourself as you grow older?
What do you think is the importance of knowing oneself?

II. ANALYSIS:
Seven Ages of Man
By William Shakespeare
All the world’s a stage,
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages.
At first the infant,
Mewling and puking in the nurse’s arms;
And then the whining schoolboy,
with his satchel And shining morning face,
creeping like snail Unwillingly to school.
And then the lover,
Sighing like furnace,
with a woeful ballad Made to his mistress’ eyebrow.
Then a soldier,
Full of strange oaths,
and bearded like the pard,
Jealous in honor,
sudden and quick in quarrel,
 PRESENTATION OF MARY SCHOOL OF CLARIN, INC
Poblacion Centro, Clarin, Bohol
pmscbohol2019@gmail.com
(038) 417-5608
Seeking the bubble reputation Even in the cannon’s mouth.
And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part.
The sixth age shifts Into the lean and slippered pantaloon,
With spectacles on nose and pouch on side;
His youthful hose, well saved, a world too wide For his shrunk shank;
and his big manly voice,
Turning again toward childish treble,
pipes And whistles in his sound.
Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.

READ AND DISCOVER

1.The teacher reads the poem.

2. A video of the poem will be shown to the class.

Source: https://www.youtube.com/watch?v=T3NEtCtx7Pg

DELVE DEEPER

Poem will be analyzed with these guide questions and others provided in the PowerPoint
presentation.
1. What comprises the seven ages of man or stages in life of man according to the poem?
2. How are the seven ages of man described?

FOR SEVEN AGES

The class further analyzes the structure of the poem. Different tasks will be assigned to the
groups in the class.

GROUP 1 - WORD BANK

A Word Bank is a collection of words you use to convey meaning clearly and effectively. It is one way of
enriching your vocabulary.

Instruction:
 PRESENTATION OF MARY SCHOOL OF CLARIN, INC
Poblacion Centro, Clarin, Bohol
pmscbohol2019@gmail.com
(038) 417-5608
Read the poem silently and look out for words in the poem that fit each description below.
Fill out the chart below with your difficult words and their meanings. Use the words in your own
sentences.
New/Heavy/Loaded Word Meaning Sentence

GROUP 2 - INTERNAL RHYME AND END RHYME

Instructions:
 Read the poem and spot the words that rhyme.
 Make a list of these rhyming words and determine which are examples of internal rhyme and end
rhyme.
 Fill out the table below with the appropriate entries.
Rhyming Words in The Seven Ages of Man
End Rhyme Internal Rhyme

End Rhyme Internal Rhyme

III. ABSTRACTION:

WHERE AM I?

IV. APPLICATION:
You look up to your parents, grandparents, teachers, relatives, or friends because they inspire you
to perform roles in life effectively. You regard them as good role models who help you go along the way.
Choose an inspirational person and write a fan letter to him/her. In the first paragraph, tell him/her the
purpose of writing your letter. Write about the qualities you admire about him/her. In the second
 PRESENTATION OF MARY SCHOOL OF CLARIN, INC
Poblacion Centro, Clarin, Bohol
pmscbohol2019@gmail.com
(038) 417-5608
paragraph, tell how s/he influences you to become better. In the third paragraph, make a request. It may
be for some object or symbol and for some tips of their success.

LETTER WRITING RUBRIC

Criteria

Description Weight Score Obtained Content

Content 10 pts
The content clearly depicts the
purpose. Paragraphs satisfied the
given guidepost provided.
Grammar and Mechanics 5 pts
Correct uses subject and verb
agreement, capitalization, and
punctuation marks are apparent.
Neatness 5 pts
The write up is free from erasures
and legibly written.

V. ASSESSMENT:

SPEECH CHOIR PRESENTATION

Have you ever wanted to be on stage while you’re with a group reciting a poem? Here’s your
chance! You will be performing a speech choir presentation with “Seven Ages of Man”.
 PRESENTATION OF MARY SCHOOL OF CLARIN, INC
Poblacion Centro, Clarin, Bohol
pmscbohol2019@gmail.com
(038) 417-5608

SPEECH CHOIR RUBRIC

Criteria Description Weight Score Obtained
Delivery Proper phasing, pausing, 25 pts
intonation, and stress are
observed throughout the
piece, thus helping the
audience to understand
clearly the piece and its
meaning.
Voice Interesting choices in 25 pts
emphasis, lots of variety in
pitch, tone, volume, and
temp are exhibited.
Choices made suit the line
being said. Voice is clear,
articulate and loud.
Non-verbal Effectiveness Poem is fully memorized, 20 pts
and expression is carefully
planned. Gestures are
appropriate to the meaning
of the lines and eye contact
is established with the
audience.
Choreography Group is always in unison 15 pts
when reciting lines.
Movements are carefully
synchronized with all group
members either in unison
or balanced. Various
formations are effectively
utilized.
Enhancements Costumes, props, 15 pts
background music, and
sound effects are properly
utilized to enhance the
presentation and not to
distract or hamper the
performance.
 PRESENTATION OF MARY SCHOOL OF CLARIN, INC
Poblacion Centro, Clarin, Bohol
pmscbohol2019@gmail.com
(038) 417-5608

Semi-Detailed Lesson Plan

Subject: English Grade Level: 9

Quarter: I Lesson: 2

Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text
types serve as means of enhancing the self; also, how to use processing, assessing, summarizing information,
word derivation and formation strategies, appropriate word order, punctuation marks and interjections to
enable him/her to participate actively in a speech choir.

Performance Standard: The learner actively participates in a speech choir through using effective verbal and
non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body
Movements/Gestures and Audience Contact.

LEARNING COMPETENCY

EN9OL-1a-1.15: Use the appropriate segmentals (sounds of English) and the suprasegmentals or
prosodic features of speech when delivering lines of poetry and prose in a speech choir, jazz chants
and raps

Objectives:
1. Define word stress
2. Determine the stressed syllables in given words
3. Pronounce words with correct stress
4. Appreciate the importance of using correct/proper stress in pronouncing words

LEARNING CONTENT
Lesson: Word Stress
Materials:
1. PowerPoint
2. TV
3. Other Instructional Materials
References:
1. K to 12 Curriculum Guide (May 2016)
2. Most Essential Learning Competencies (2020)
3. Anglo-American Literature Learner ‘s English 9 Books
4. Online References

LEARNING TASKS
Introduction: Word stress is considered a ―magic key in understanding spoken English. Being a part of the
English language, it is a tool that non-native speakers can use to communicate accurately and fluently.

I. PRELIMINARY ACTIVITY:
 PRESENTATION OF MARY SCHOOL OF CLARIN, INC
Poblacion Centro, Clarin, Bohol
pmscbohol2019@gmail.com
(038) 417-5608
What is ―syllable in Filipino? Give samples of Filipino words and indicate the number of syllables.
Provide the English equivalent of the words and likewise identify the number of syllables. Notice
how the words are pronounced. Do all syllables receive the same degree of emphasis?

II. ANALYSIS:

Based on the first activity, answer the following questions:

How does pronunciation affect the meaning of the word/message?
 Can you cite some instances where you have been misunderstood because of the way you said
something/pronounced a word(s)?
 Is it possible to avoid those kinds of instances? How?

III. ABSTRACTION:
Stress is the relative force or prominence given to a syllable or word. Improper use of stress may result
in a difference in the meaning of utterance that can cause misunderstanding.

Below is a list of words and jumbled list of stress patterns. With your group, match, and pair the words
with their corresponding stress pattern. Post your output on the board and as a group, read the words
aloud following the assigned stress pattern.
 PRESENTATION OF MARY SCHOOL OF CLARIN, INC
Poblacion Centro, Clarin, Bohol
pmscbohol2019@gmail.com
(038) 417-5608
IV. APPILCATION:
Sort the words assigned to your group according to stress (first syllable, second syllable, etc.) and
present your work to the class.

V. ASSESSMENT:

Answer the following in your ¼ sheet of paper.

Identify whether the stress is placed on:
a. first syllable
b. second syllable
c. third syllable
d. fourth syllable
Write the letter of your answer.

_____ 1. Honor _____ 2. diplomatic _____ 3. syllabication _____ 4. pretty _____ 5. legal _____
6. administration _____ 7. sixteen _____ 8. permit (n) _____ 9. ceremony _____ 10. permit (v)
 PRESENTATION OF MARY SCHOOL OF CLARIN, INC
Poblacion Centro, Clarin, Bohol
pmscbohol2019@gmail.com
(038) 417-5608

Semi-Detailed Lesson Plan

Subject: English Grade Level: 9

Quarter: I Lesson: 3

Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text
types serve as means of enhancing the self; also, how to use processing, assessing, summarizing information,
word derivation and formation strategies, appropriate word order, punctuation marks and interjections to
enable him/her to participate actively in a speech choir.

Performance Standard: The learner actively participates in a speech choir through using effective verbal and
non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body
Movements/Gestures and Audience Contact.

LEARNING COMPETENCY
EN9WC-If-9.1: Identify types and features of poetry
EN9F-Ib-3.1: Produce the correct beat and rhythm in delivering jazz chants and rap

Objectives:

1. Differentiate end rhyme and internal rhyme

2. Analyze what type of rhyme is used in the given lines
3. Perform a rap song containing end and internal rhymes
4. Appreciate the significance of using end and internal rhyme in composing rap songs

LEARNING CONTENT
Lesson: End and Internal Rhyme
Materials:
1. Laptop
2. TV
3. Other Instructional Materials
References:
1. K to 12 Curriculum Guide (May 2016)
2. Most Essential Learning Competencies (2020)
3. Anglo-American Literature Learner ‘s English 9 Books
4. Online References

Introduction:
Do you believe that rhyme adds up to the beauty of a verse, song, or poem?

I. PRELIMINARY ACTIVITY:

Read the poem and identify some pair of rhyming words.

 PRESENTATION OF MARY SCHOOL OF CLARIN, INC
Poblacion Centro, Clarin, Bohol
pmscbohol2019@gmail.com
(038) 417-5608

TREES
by Joyce Kilmer
I think I shall never see
A poem as lovely as a tree
A tree whose hungry mouth is prest
Against the earth‘s sweet flowing breast;
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in summer wear
A nest of robins in her hair Upon whose bosom snow has lain;
Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.
Watch a video clip from:

https://www.youtube.com/watch?v=WMcjQYqaeig

II. ANALYSIS:
Answer the following questions based on the video clip you have watched.
What is internal rhyme? end rhyme?
Are rhyming words located when internal rhyme is present?
Where are rhyming words located when external rhyme is present?

Direction: Identify whether the lines contain end rhyme or internal rhyme.
1. I see the red boat that has a red flag. Just like my red coat and my little red pail.
2. It is fallible men who make the law. This maybe a flaw, but there’s no other way.
3. Under my window, a clean rasping sound When the spade sinks into gravely ground.
4. With sparkling eyes, and cheeks by passion flushed Strikes with his wild lyre, while listening dames
are hushed.
5. The moon never beams without bringing me dreams. And the stars never rise but I feel the bright
eyes.
 PRESENTATION OF MARY SCHOOL OF CLARIN, INC
Poblacion Centro, Clarin, Bohol
pmscbohol2019@gmail.com
(038) 417-5608
III. ABSTRACTION:

Working in pair, create a set of two lines

(couplet) using the rhyming words you
picked to create end rhyme and another
pair of lines (couplet) using the same words
to create internal rhyme.

IV. APPLICATION:
Read the following excerpts carefully. Then, underline the words that rhyme. Identify whether they
are end rhyme or internal rhyme.
1.They cannot look out far. They cannot look in deep. But when was that ever a bar. To any watch
they keep? -Robert Frost
2. Shall I compare thee to a summer ‘s day? Though art more lovely and more temperate; Rough
winds do shake the darling buds of May, And summer ‘s lease hath a too short a date: -William
Shakespeare
3. Where the bee sucks, there suck I: In a cowslip ‘s bell I lie
4. The fair breeze blew, the white foam flew, the furrow followed free; We were the first that ever
burst into that silent sea -Samuel Taylor Coleridge
5. While I attended, clad in a splendid…… Now we had arranged, through notes exchanged -Pink
Dominoes by Rudyard Kipling
6. In mist or cloud, on mast or shroud, Whiles all the night, through fog-smoke white, -The Rime of
Ancient Mariner
7. Once upon a midnight dreary, While I pondered, weak and weary -The Raven by Edgar Allan Poe
8. On Waterloo Bridge, where we said our goodbyes, The weather conditions bring tears to my
eyes. -After the Lunch by Wendy Cope
9. Double, double toil and trouble, Fire burn and cauldron bubble -Macbeth by William
Shakespeare
10. I heard a Fly buzz – when I died – The stillness in the Room Was like the Stillness in the Air
Between the Heaves of Storm - I Heard a Fly Buzz When I died by Emily Dickenson

V. ASSESSMENT:
The class will be grouped into five. Each group will compose a rap song using end and internal
rhyme. Be guided by the rubric for rap presentation.
RAP SONG RUBRIC

CRITERIA POOR FAIR GOOD

Theme Theme is not evident Theme is partially Theme is clearly evident
 PRESENTATION OF MARY SCHOOL OF CLARIN, INC
Poblacion Centro, Clarin, Bohol
pmscbohol2019@gmail.com
(038) 417-5608
evident
Clarity/Loudness Students’ song can ‘t be Student ‘s song can be Student ‘s song can be
heard partially heard clearly heard
Individual Student did not meet Student partially met Student fully met the
accountability the requirement of the the requirement of the requirement of the role
role role
Group Dynamics Group did not function Some members of the All group members
well as a group group worked well worked well together
together