A Detailed Lesson Plan In English Grade 9

A Detailed Lesson Plan in English Grade 9 (FOR DEMONSTRATION TEACHING) Prepared by ALISON JANE D. VISAYA Student Teacher Submitted to: ELLEN JANE RAGASA Cooperating Teacher

DR. PACITA M. SAMSON College Supervisor

Date of Execution: December 7, 2015

I.Objectives a)Analyze literature as a means of connecting to the world; b)Express appreciation of sensory images; and c)Identify literary devices from the lines of the text given. I.Subject Matter Topic: “Romeo and Juliet” (excerpt); Literary devices Materials: laptop, graphic organizer, charts Reference: Teacher’s Guide for English Grade 9 (pp. 284-295) Learner’s Guide for English Grade 9 (pp. 153-159) II.Procedure Teacher Activity

Student Activity

A.Preliminaries 1.Routine Good morning, class!

Good morning, ma’am!

Before we start, let us pray first. Geraldine, please lead us the prayer.

(The whole class pray.)

Now, before you sit please make sure that your chairs are in perfect order.

(The students arrange their chairs.)

Well done. You may now sit down.

(The students sit.)

Class secretary, please check the attendance today.

Yes, ma’am.

2.Review Did you have a great weekend, class? It seems that you really enojyed your

Yes, ma'am.

weekends. I hope you are now ready for our lesson for today. But before that, let's have a review of our past lessons. What did we discuss last meeting? Yes, Eingelo?

Ma'am, we discussed about literary devices.

That's correct! And what are literary devices, Dwyght?

Ma'am,

literary

devices

are

common

structures used in writing. They make the portrayal of human emotion rich and expressive. 3.That's right! And what are some literary devices that we discussed, Alta?

Ma'am,

some

examples

are

similes,

foreshadowing, rhyme scheme, repetition, oxymoron and metaphors. Very good, Alta! 4.Unlocking of Difficulty Look at in front, class. What do you see?

A puzzle, ma'am.

Correct. Today, we are going to solve a puzzle to unlock the video behind it. I have a blue and a pink box here that contains your names. If I pick your name, answer the clue flashed on the screen and find the word on the puzzle. If you answer correctly, you receive a chip. Earn chips throughout our lesson and later, at the end of our class, you can redeem your prizes. Are my instructions clear? Yes, ma'am.

Puzzle: P

E

R

N

I

C

I

O

U

S

D

W

R

D

S

A

F

L

S

T

F

B

A

N

I

S

H

G

W

A

D

S

P

I

L

L

X

C

B

B

G

B

E

Q

V

G

J

L

M

W

G

F

R

D

E

A

M

O

O

Q

P

U

N

I

S

H

M

E

N

T

Are you ready?

Yes, ma'am.

Let us start. For the first question: 1.to send away from a country or place as an official punishment. Yes, ___? Correct! Now find the answer on the

Ma'am, the answer is BANISH.

puzzle. Next: 2.a wound produced by a pointed object or weapon. Yes, ___? That's right! For the third:

Ma'am, the word is STAB.

3.causing great harm or damage often in a way that is not easily seen or noticed Yes, ___? Very good! And for the last one: 4.a penalty inflicted on an offender

The word is PERNICIOUS.

through judicial procedure. Yes, ___? Excellent! Because of your help, we

Ma'am, the word is PUNISHMENT.

could reveal the video behind the puzzle now! (Teacher plays short video.) 4.Priming/Motivation What is the video all about, class? It is about two people in love with each other Correct!

but their families are against their love, ma'am.

What happened to the two lovers at the end of the video? At the end, they refused to follow their That's right! Do you know which

parents and chose their love for each other.

famous play has the same plot as in the

But they died at the end, ma'am.

video? What is the play's title? A.Lesson Proper 1.Activity Very good! This is one of the famous scenes in William Shakespeare's “Romeo and Juliet”. Last meeting, I gave you an assignment to read the play's excerpt on your books, am I correct?

Yes, ma'am. Romeo and Juliet, ma'am.

2.Did you enjoy the story?

Yes, ma'am.

To refresh your minds, here is a short

Yes, ma'am.

summary of the story. Will you read it, Gheriel? Summary: In the town of Verona lived two families-- the Capulets and the Montagues-- who were enemies. Among the Montagues was Romeo. He attended a ball to meet his love, Rosaline, but when he saw Juliet, he forgot everything about Rosaline. He was asking around about Juliet when Tybalt saw him and prepared to fight but the elder Capulet stopped him. Later, when Romeo found time to speak to Juliet, he confessed his feelings to her but he felt fear when he found out that Juliet was a Capulet. Romeo and Juliet sees and interacts with their parents as figures of authority because they were the head of the family. But because of the distant realtionship between Romeo and Juliet with their parents, they rebelled and chose love over family. Thus, the start of the tragic fate of these two star-crossed lovers. To test your knowledge about the excerpt/story, let us have a simple game. I have a box here. This contains

(Student reads the summary.)

questions about the text “Romeo and Juliet”. As I play a music, you will pass this box to your seatmate. When the music stops, the student left holding the box will pick a question and will answer it. Is that clear? Let us start.

Yes, ma'am.

Questions: 1.What is the relationship between Romeo and Juliet with their parents? 2.How do Romeo and Juliet interact with their parents? 3.Are Romeo and Juliet rebellious, in the modern sense? 4.What is Romeo's fear? 5.Who said these lines and why? “Is she a Capulet?, O, dear, account, my lie is a foe of debt!” 6.Who said these lines and why? “My only love sprung from my only hate. Too early seen unknown and known too late.” 7. How does Shakespeare describe Romeo and Juliet?

Expected answers: 1.Romeo and Juliet's relationship with their parents is one of a distant relationship. They follow their prents' commands because they are obliged to follow. 2.Romeo and Juliet interact with their parents as if they were figures of authority,

which is true because they are the head of the family. 3.Yes, Romeo and Juliet are rebellious, in the modern sense. 4.Romeo felt a sudden fear and it was that he fell in love with a girl from his family's enemy. 5.Romeo was the one who said the line. He was shocked to know that his love came from his family's foe. 6.Juliet was the one who said the line when she learned that Romeo was from her family's greatest enemy. 7.Shakespeare described Romeo and Juliet as star-crossed lovers, meaning that their fate Very good, class.

ended tragically.

1.Analysis For us to really visualize the text, let us fill in the graphic organizer on the board. You answer in separate charts. Write scenes on the play that corresponds to the senses on the board. Work in two (2) groups. The girls are Group Capulet and the boys are Group Montague. The first group that finishes wins and gets five (5) chips. Are my instructions clear? Yes, ma'am.

BOYS (Group Montague): SIGHT

HEARING TASTE

SMELL TOUCH

GIRLS (Group Capulet): SIGHT

HEARING TASTE

SMELL TOUCH

Are you ready? Let us begin! (Students do the activity.) SIGHT: When Romeo's eyes fell upon the captivating beauty of Juliet, he thought of Rosaline no more. HEARING: Tybalt: This, by his voice, should be a Montague. TOUCH: Capulet:...quench the fire, the room is grown too hot. TASTE: Romeo: Sin fom thy sweet lips? O

trespass urged! Give me my sin again. SMELL: The eager young Romeo tread upon the garden, flower blooms sending a sweet fragrance on his path below the Group ___ won! Let's give them a round of

balcony.

applause. (Students clap.) Class, what does these lines show or express? Ma'am, they express emotions that appeal to That's right! We call these sensory images.

the senses of the readers.

The words are used to let the readers feel what is happenig in the story. Do you think using these are important? Yes, ma'am. Why do you say so? Ma'am, they are important because they make the story more interesting to the readers. Correct! What else? Ma'am, they make the readers visualize the Very good!

story.

2.Abstraction Going back to the text of “Romeo and Juliet” class, if you noticed, the play is made of rich and expressive words and the emotions of the characters were emphasized. What do we call them again? Literary devices, ma'am. That's right! Now, let's answer a short exercise to test if you understood it well. All you have to do is to match the

literary devices on the left with the appropriate lines that will be flashed on the screen.

A FORESHADOWING

B 1. He is like a mouse in front of the teacher.

METAPHOR

2. “He had no idea of the disastrous chain of events to follow.”

OXYMORON

3. Roses are red Violets are blue Beautiful they all may be But I love you

REPETITION

4. “Today, as never before, the fates of men are so intimately linked.”

RHYME

5. Sometimes we cherish things of little value. He possessed a cold fire in his eyes.

SIMILE

Yes, ma'am.

6. “Henry was a lion on the battlefield.”

(Students answer the exercise.)

Are my instructions clear? Let's start. Let us check if your classmates' answers are correct.

Answers: 1.Simile 2.Foreshadowing 3.Rhyme Scheme 4.Repetition 5.Oxymoron 6.Metaphor Yes, ma'am.

Were you able to identify the literary

Yes, ma'am.

devices from the lines, class? Very good. Do you now find it easier to

Ma'am, writers use these devices so that the

find these devices in literary texts?

story will not appear boring to the readers.

Class, why do you think writers make

Ma'am, these devices make their literary

use of these devices?

works creative and pick the interest of the readers.

That's right. What is the importance of literary devices to every writer? Yes, ma'am. 3.Generalization/Value Integration Class, did you enjoy our lesson for today? Romeo and Juliet, ma'am. Very good. Now let us review what we have learned for today. Alexandrea, what was the title of the play that we

Ma'am, it is all about two young star-crossed

discussed?

lovers that refused to follow what their parents wanted just to be with each other.

Correct! What is the play all about, Ralfh?

Ma'am, we also learned what are the different literary devices.

That's right. What else did you learn for

Ma'am, literary devices makes the literary

today, Joseph?

piece or writing more interesting, beautiful and artistic. They express the emotion of the

Correct! What is the importance of literary devices, Hannah?

characters well.

Sensory images, ma'am. Very good! What do we call lines or words in a text that appeals to the senses of the readers? 5.Application Now I know that you really understood our lesson very well so it is time for our last activity for today. We are going to have a short role playing activity. I will group you into four (4) groups. Here's what you are to do: If you can see, I am holding a box. Inside this are strips of papers that contain situations or lines from the play “Romeo and Juliet.”

Situations:

Group leaders, please come in front and

1.Romeo: O, she doth teach the torches to

pick a situation.Your group will act out

burn bright. Did my heart love till now?

the situations that you will pick.

Forswear it, sight! For me I ne'er saw true beauty till this night. Tybalt: Thus. By his, voice, should be a Montague. Fetch me my rapier, boy. Mr. Capulet: Kinsman, wherefore storm you so? Tybalt: Uncle, this is a Montague, our foe. 2.Romeo (to Juliet): My lips, two blushing pilgrims, ready stand, to smooth that rough touch with a tender kiss. Juliet: Which mannerly devotion shows in this; For saint's have hands that pilgrim's hands do touch, And palm to palm is holy palmer's kiss.

3.Romeo: Sin from thy lips? Give me my sin again. Juliet: You kiss by the book. Nurse: Madam, your mother craves a word with you. 4.Romeo: Is she a Capulet? O dear account! My life is my foe's debt. Benvolio: Away, begone; the sport is at the best. Romeo: Ay, so I fear; the more is my unrest.

Yes, ma'am. I will only give you five minutes to practice and prepare. But before that,

(Students practice.)

here is the rubric for your short role play. (Group 1 presents.) (Teacher shows rubric.) Are you ready, class?

(Students clap.)

You can start practicing.

(Group 2 presents.)

Time is up. Group 1, please present your output now.

(Students clap.)

Very good, Group 1. Class, let us give

(Group 3 presents.)

them a fireworks clap.

Group 2, please present your work now.

(Students clap.)

Good work, Group 2. Let us give them a

(Group 4 presents.)

crocodile clap. How about Group 3?

(Students clap.)

Good job, Group 3. You deserve a Juan dela Cruz clap. Group 4, it is your turn now.

Yes, ma'am.

Excellent job, Group 4. Let us give them a Yes clap.

Ma'am, we delivered the dialogues clearly.

Very good, class! You portrayed the characters well and you delivered the

Ma'am, we should portray the chracters

dialogues expressively. Did you enjoy

correctly to show the audience the clear

the activity?

message.

Class, what do you think is the key to your successful roleplays? Yes, MJ?

Ma'am, we should remember to pronounce the words correctly and properly.

That's right. What else do we need to remember when performing a roleplay?

Very good! What do we need to remember when delivering character lines? Correct!

I.Assessment Holistic Rubric for Short Role Playing Response Outstanding

Criteria Clarity of dialogues and its message, ideas well-organized and

Rating 9-10

Very good

sequenced, well-performed role play Clarity of dialogues and its message, ideas are sequenced, well-

7-8

Good

performed play. Completes the task but some dialogues and messages were not

5-6

Fair

clear, some ideas organized and sequenced. Completes the task but most of the ideas are not organized and

3-4

sequenced, some participial phrases were not used correctly, used two participial phrases Task was done for compliance only. The role play is not well-

Poor

organized and sequenced I.Assignment Class, you did a very good job on your short role plays. Let’s give everyone a round of applause.

(Students will clap.)

Now, I have here an unopened letter from Romeo and Juliet and they want us to respond to it. Complete this chart and respond to Romeo and Juliet's letter. advantages

disadvantages

Arranged Marriage

1. 2. 3.

1. 2. 3.

Love marriage

1. 2. 3.

1. 2. 3.

1-2

Write your assignments on a one-half sheet of paper, crosswise. Are my instructions clear? Yes, ma'am. Pass all your assignments tomorrow. Do you have any other questions? None, ma'am. If that is so, class dismissed. Goodbye, ma'am.