Tuesday, January 10, 2017

Detailed Lesson Plan in Teaching English X

I. Objectives
At the end of the lesson, students are expected to:
a. realize the feminine side of nature and appreciate its importance
b. explain how the elements specific to a selection build its theme

II. Subject Matter

Topic: Song of Autumn written by Charles Baudelaire and translated to English by William Aggeler
Reference: K-12 Learning Module (Module 3, Lesson 3 pp. 317-319)
Values: Once we accept our limits, we go beyond them.
Materials: strips, rubric, markers, manila papers, chalk

III. Procedure

Teachers Activity

Students Activity

A. Preparation
a.1. Preliminary activities
Opening prayer
Checking of attendance
Getting the students attention
a.2. Review
Class, who can remember the activity that we
had yesterday?
(Students raise their hands)
Yes ___________?

Yes. Exactly! Are there anymore concerns

regarding their differences and similarities?
Great! So what is Mother Earth as a general?

We had a group activity and we are tasked to write

down the differences and similarities between Mother
and Earth.
None, maam.
Mother Earth is a common personification of nature
that focuses on the life-giving and nurturing aspects of
nature by embodying it in the form of the mother.

Thats right.
a.3. Motivation
Now, we are going to tackle a beautiful poem
written by a French author Charles Baudelaire
and translated to English by William Aggeler.
Have you read the poem Song of Autumn?
Very good. I presume that we will be having a

Yes, maam.

Tuesday, January 10, 2017

smooth transition of our lesson. This poem can
be related to the condition of our Mother Earth
in this present time. So, are you now ready?
B. Presentation
The teacher presents the poem which has a title
Song of Autumn (See p. 317).

b. 1. Unlocking of difficulties
Directions: Match difficult terms under Column
A to its appropriate synonym under Column B.
The difficult words will be used in a sentence.
Column A
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

plunge
vivid
dismal
clatter
pavements
atremble
scaffold
battering
lulled
haste
boudoir
hearth
scapegrace
avid
torrid

Column B
a. noise
b. paused
c. jump
d. fireside
e. hot
f. eager
g. bedroom
h. breaking
i. movable platform
j. shaky
k. driveway
l. fake
m. clear
n. rush
o. evildoer
p. gloomy
Sentences:
1. We shall soon plunge into another season of
the year.

Yes, maam.

Tuesday, January 10, 2017

2. He bade farewell to the vivid brightness of
summer and welcome the cold breeze of winter.
3. During autumn, I can hear the dismal sound
of twigs falling on the streets.
4. No one spoke and the only sounds heard were
the clatter of falling leaves.
5. I walked through the courtyard pavements.
6. John was atremble with emotion as he
listened to each falling log.
7. A scaffold has been built to make their work
much easier.
8. The door was made to stand the battering of a
siege.
9. It was as if I was lulled by these monotonous
shocks.
10. Because of the tragedy happened in their
city, people are making coffins in great haste to
formally bury their dead families.
11. Even your boudoir cannot replace the
warmth given by the sun.
12. Stephen had lit a fire in the hearth.
13. A mother would still love his child even he
is a scapegrace.
14. Since death is avid to come, tombs are now
waiting.
15. I mourn for the white, torrid summer!
b.2. Raising of Motive Questions
Since we have unlocked some of the difficult
terms in the poem, what do you want to know in
the story? Do you have questions in your mind
that you want to ask?
(Students raise their hands)
Yes, __________?
Very sensible question. Thank you. Another.
Why was the poem entitled Song of Autumn?
Okay.
None, maam.

C. Discussion
The teacher will conduct an oral reading. She
asks the students on the guidelines of oral
reading (expecting that a 10th grader knows it
already).
READING
AFTER READING
So lets go back to the question raised by one of
your classmates. Why was the poem entitled

Tuesday, January 10, 2017

Song of Autumn?
Yes, __________?

Very good!
The teacher asks students questions just as
follows

It is because autumn in the poem means coming of the

cold, of sickness, of hunger and lean times of a
persons life.

a. What do autumn, summer and winter

represents?

b. How would you relate the title of the poem to

what is happening now to the Earth?
c. What do the following lines suggest?
1. That somewhere theyre nailing a coffin, in
great haste
2. Sweet beauty, but today all to me is bitter
3. Yet, love me, tender heart! Be a mother,
Even to an ingrate, even to a scapegrace
d. Did you realize that even nature has its own
limits? How do you deal with this? Relate it to
real-life situations by sharing your own,
personal experience/s.
to find out whether or not they have understood
the poem. If the result is positive, the teacher
will then proceed to the activity to deepen the
understanding of the students. However, if the
students did not understand the poem being
read, the teacher must go back to the material
and dissect each paragraph.

Autumn represents sickness, old age or retirement.

Summer is associated with youth and new. Winter
refers to owns death.
Our earth is already declining in strength. The
resources that we once have are slowly diminishing.

It represents the anxiety within the poet.

Changes do occur in our lives.
We should accept our fate to die.

Yes, maam. (student will relate it to real life)

Students cooperate with their group.

D. Generalization
To sum up everything, what have you learned
from the poem? What does the author is trying
to tell us?
E. Application
In order to understand the poem more clearly
and explain its theme, I want you to study how
the writer developed the overall style of the
poem. I will group the class into 4 or 5.
Accomplish the following tasks and be ready to
present a group report. But before that, let us
first identify the literary devices used by the
author.
1. Tone the attitude of the author or speaker

Tuesday, January 10, 2017

toward the subject
2. Word Choice (diction) the way in which
words/phrases used in the context
3. Imagery means to use figurative language to
represent objects, actions and ideas in such a
way that it appeals to our senses
4. Style artful expression of idea
5. Theme main idea or an underlying meaning
of a literary work
A rubric is presented before the activity. (See
separate sheet)

Directions: The leader of the group will pick a

topic from the box (tone, diction, imagery, style
and theme). Questions are given to each group
depending on the topic being picked. Each
group will be provided with manila paper and
marker. You will be given 10 minutes to work
with your group.
(After 10 mins, each group presents their output
while the teacher is rating them using the rubric.
Feedbacks are given after every presentation of
the group.)

IV. Remarks/Reflections

V. Assignment
Study about the use of quotation marks.

Tuesday, January 10, 2017

Tuesday, January 10, 2017