A Detailed Lesson Plan in English Grade 10

Date: January 6, 2020

Time: DIAMOMD 7:30-8:30/OPAL 8:30-9:30/ AQUAMARINE 11:00-12:00

I. Objectives:
At the end of the lesson, students are expected to:
a. Realize the feminine side of nature and appreciate its importance
b. Match difficult terms under Column A to its appropriate synonym under Column B.
The difficult words will be used in the sentence.
c. 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: Celebrating Diversity through Word Literature (Pages 317-320)
Materials: Chalkboard, Projector, Paper, Pen, box and rubrics

III. Procedure

Teacher’s 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 lesson

that we had last meeting?

(Students raise their hands)

Yes _________?

Our lesson is all about Mother Earth.

So as a review what are the similarities and
differences of mother and earth? Students answer______.

So what are we going to do to save our Mother

Earth?
Students anwer_______.

Yes. Exactly! Are there anymore concerns None, ma’am

regarding their differences and similarities?

That’s 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.
Yes, ma’am?
Have you read the poem “Song of Autumn”?

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. plunge
2. vivid
3. dismal
4. atremble
5. haste
6. boudoir
7. hearth
8. scapegrace
9. avid
10. Torrid

Column B

a. jump
b. fireside
c. hot
d. eager
e. bedroom
f. shaky
g. clear
h. rush
I. evildoer
j. gloomy

Sentences:

1. We shall soon plunge into another season

of the year
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. John was atremble with emotion as he
listened to each falling log monotonous
shocks.
5. Because of the tragedy happened in their
city, people are making coffins in great haste
to formally bury their dead families.
6. Even your boudoir cannot replace the
warmth given by the sun.
7. Stephen had lit a fire in the hearth.
8. A mother would still love his child even he
is a scapegrace.
9. Since death is avid to come, tombs are now
waiting.
10. I mourn for the white, torrid summer!

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… Why the poem was entitled “Song of Autumn”?
So let’s go back to the question raised by one
of your classmates. Why the poem was None, ma’am
entitled “Song of Autumn”?

Yes, ________?
Very good!

The teacher asks students questions just as

follows
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?

It is because autumn in the poem means

coming of the cold, of sickness, of hunger and
lean times of a person’s life.

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.
c.What do the following lines suggest?

1. That somewhere they’re nailing a coffin, in It represents the anxiety within the poet.
great haste

2. Sweet beauty, but today all to me is bitter Changes do occur in our lives
3. Yet, love me, tender heart! Be a mother, We should accept our fate-to die
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. Yes, ma’am (student will relate it to real life)
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 Students cooperate with their group.
paragraph.

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 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.)

lV. Assignment Study about the use of

quotation marks