Name of Teacher Roblwela M.

Noronha Year & Section 9- Saturn

Subject: English 9 Quarter: 1

Time: 9:50-10:50 A.M Date: July 29, 2019
Learning Competencies:
1. EN9LT-If-14: Analyze literature as a means of discovering the self
2. EN9V-Ie-11: Arrive at meaning of words through synonyms

No. of hours: 1
(Description Mother to Son (a poem by: Langston Hughes)
of the
lesson)
Objectives Knowledge Analyze the poem

Performance Do a Gallery walk

Attitude Appreciate literature as a means of discovering self

References  CG and TG
and  Pictures
Materials  Powerpoint presentation (slideshare.net)
 Text of “Mother to Son” by Langston Hughes
Elements of Procedure
the lesson
Preparation Activity 1. Prayer
(5 min) 2. Checking of Attendance
3. Imagine it is your birthday and you are about to receive a very
special gift. The gift however is placed on top of a hill in which you
need to go through a thousand steps to get it. On the 38th steps,
you meet a snake and so you retreat down to the 8th steps. You
Presentation resumed your climb and finally reach the top. How many steps did
you take to reach the gift?
4. Review: What was the most difficult challenge that you have
encountered as a student?

(10 min) 1. Invite students to work on the BE THE BEST YOU CAN BE task
where they’ll work with their group and look closely at the picture
and describe it
Group 1 - mother and son
Group 2 – a thousand steps
Group 3 – an old wooden staircase

Analysis 1. Talk about how the drawing picture illustrates the same meaning
(15 min) being conveyed in the quotations, then relate them.
2. Explain how closely they think/ believe the drawing match their
mental image of coping with challenges. Let them share their findings with
the rest of the class
3. Accept varied responses, then give feedback.
Abstraction (10 Invite students to reflect on these questions:
min) 1. To what can you compare life?
2. Do words have the power to help a person get through hard or
difficult times?
3. Read the poem “Mother to Son” (by group)
Engage students to take active control in Differentiated Work where they
Application (10 will do a Gallery Walk after their differentiated task
min)
Group 1 - They will read the poem and look for words that they found
 difficult then make a list of all of them. Then they will use a dictionary
to find the synonyms of each word.

Group 2 - Let them copy the illustration of the stairs as shown in their
learning material and fill it up with entries called for.

Group 3 – As they will read the poem, they will discover the answer to
these questions.

 As a whole, what does the poem talk about?

 Which is the most interesting/ catchiest line/ phrase in the

poem? why?

 What do you think is the most probable purpose of the writer

for writing this poem?

Valuing 1. What have you learned today?

2. Why is it important to not give up in overcoming challenges in life?

Assessment Assessment Matrix

(Refer to Level of What will I How will I assess?

DepED Order Assessment assess? How will I mark it?
No. 73, s.
2012 for the Knowledge
examples)
Process or Skills

Understanding Multiple choice

Products/perfor
mance
Preparing for What poetic devices are
Assignment the new lesson used in the poem?
RUBRICS

CRITERIA 8 9 10 TOTAL
Delivery The presentation The presentation The presentation
was not well was good was well-executed
executed

Clarity and Students’ voice Some of the All of the

Loudness was not clear students’ voice students’ voice
can be clearly can be clearly
heard heard

Timeliness Students did not Students finished Students finished

finish the task on the task just in the task before
time time the time limit
Group Dynamics Most group Some of the All of the group
members did not group members members
participate did not participate participated and
worked well
together
ASSESSMENT

Analyze the poem and answer the following questions. Choose the letter of the correct answer.

____1. Every step we take has stones and uneven paths that we need to trod across, but they shouldn't be the
reason for us to give up. The synonym of trod is:

A. met B. walked C. swam D. climbed

____2. Life for me ain't been no crystal stair" The meaning of this passage is the following: EXCEPT

A. Life has been difficult for the speaker

B. Life is like a crystal stair
C. She has had to struggle
D. She has to work hard to survive and improve her circumstances

____3. "It's had tacks in it/ and splinters" The "staircase" of life has been describe in the poem as the
following: EXCEPT

A. filled with fun and adventure

B. filled with difficulties and discouragements
C. hardships and moments that brought the mother pain
D. challenges that made the mother rest sometimes but never stop her going

____4. "And sometimes going in the dark/Where there ain't been no light"

A. The author suggests that the mother is carrying a light

B. The author suggests that the mother is travelling in a dark tunnel
C. The author suggests that the mother is lonely and poor
D. The author suggests that there is no happy, bright spot in her life to bring her joy or give her hope in a
brighter future.

____5. The tone of the poem is

A. Grim yet determined

B. Discouraged and defeated
C. Critical and hopeless
D. Weak and tired

_____6. The most appropriate theme of the poem is

A. Persevering in the face of hardship

B. Life is full of challenges
C. Challenges can lead to discouragement
D. There is light at the end of the tunnel