Lesson Plan

Topic: Poetry Interpretation

Selected Piece: There Is No Frigate Like A Book by Emily Dickinson
References: Modern English for 4th Year Students, Page 38-39
I. Objectives:
At the end of the lesson, the students are expected to:

familiarize themselves with the features present in the poem.

give the meaning of the unfamiliar words through motive questions.
analyze the poem as through brainstorming.

II. Before the Lesson:

A. Routinely Activities

Checking of classroom cleanliness

Opening prayer
Checking of attendance

B. Motivation
Key words and Expressions:

frigate a small and fast military ship

coursers a swift or spirited horse
prancing poetry celebratory poems. prance: to dance about + poetry
traverse a route or way across or over: a pathway
oppress of toll the hindrance of paying something to go about; to provide a
passing fee
frugal provident or economical
chariot a carriage with two wheels that was pulled by horses and was used in
battle in ancient times

Motive Questions:
Give motive questions about the prevailing thought/theme found in the poem.
Sample Questions:

Do you like to travel?

Have you been at different places before?
Where was the farthest place youve been so far?
Is there a time in your life that you want to go somewhere but cant afford it or
some stuff happened and you missed your chance to go to a certain place?

III. Lesson proper:

A. Before reading the poem: Ask a follow-up question based on your discussion
earlier.

What means of transportation will you take if you want to travel but have no money?

B. Reading the Poem:

1st Reading: Read the Poem in class with proper emotions and gestures.
2nd Reading: Ask the students to read the poem aloud.
3rd Reading: Guide the students in understanding the poem

Guide Questions:
1. Three different means of transportation are mentioned in the poem. To what is
each one compared?
2. What kind of travel is the author talking about? What means of transportation
can be used for this kind of travel? Why does the author say we can travel this
way without oppress of tool?
3. How can the book take us lands away? Aside from real lands, to what other
lands can the book take us?
4. In poetry, what would prancing poetry refer to?
5. Why does the chariot bear a human soul and not a human body?
V. Generalization/Evaluation/Recall:

Ask the students about their understanding of the poem.

Allow students to choose a stanza in the poem.
Make them interpret by illustrating what image that comes from their minds.
Put it in one bond paper short with a brief statement regarding their work.
Ask the students to go to the board to share their works with the class.

VI. Assignment:
On a one whole sheet of pad paper, write three different paragraphs with a topic
sentence and three supporting sentences each. To be submitted tomorrow.
Prepared by:
Rodrigo C. Espina, Jr.
Demonstrating Teacher