FERNANDO AIRBASE

National High School

Lesson Plan

Subject: ENGLISH 9
Date(s): August 12, 2015
Topics: Comparing and Contrasting
Prepared by: Ginelyn D. Maralit

I. Learning Objectives:
At any part of the lesson, the students are expected to:
1. Compare and contrast similar information presented in different texts.
2. Establish connections of events and how these lead to the ending of a
material.
3. Give the appropriate communicative style for an intimate situation.
4. Analyze literature as a means of valuing other people and their various
circumstances in life.

Value Concept: Recognize our greatness instead of our weaknesses.

II. Materials:

 PowerPoint Presentation
 songs/ music
 copy of the texts

References:
 Learning module pages 119-123.
 Internet sources

III. Learning Task

Priming
“CONNECT!”
Students will give a word that they can associate with greatness.
Then, when somebody in the class agree, he/she will stand up, raise his/her
hand, and will say,” connect!” then, the teacher will call another student who
said connect to give another word related to greatness and the process will
continue.

Activity

“Me Thinks”
Students will give their ideas on Shakespeare’s thought about
greatness.

“Be not afraid of greatness; some are born great, some achieve
greatness, and others have . . . greatness thrust upon them.”
~William Shakespeare
 Analysis

“Connecting Lives”

Students will consider this situation:

A student received academic recognition from the school. How

do you think a supportive parent would speak to the child? Would others, such
as a friend or a teacher, speak to the child in the same manner?

Students will brainstorm of a possible dialogue/s between

 student and parent

 student and a teacher
 student and a friend

Afterwards, they will answer the following questions:

1. What is the degree of formality in each conversation? Place a check

mark on the column which corresponds to your answer.

Degree of Formality LOW HIGH

Student-Parent
Student-Friend
Student-Teacher

2. How does our relationship with others influence the way we

communicate with them?

Abstraction

Students will sing the English version of Auld Lang Syne and
read the poem I Think Continually of Those Who Were Truly Great
by Stephen Spender. Then, they will answer the questions that follow.

Auld Lang Syne I Think Continually of Those Who

English Version Were Truly Great
By Stephen Spender
Should old acquaintance be forgot,
and never brought to mind? I think continually of those who were
Should old acquaintance be forgot, truly great.
and old lang syne? Who, from the womb, remembered the
soul’s history
For auld lang syne, my dear, Through corridors of light, where the
for suld lang syne, hours are suns,
we’ll take a cup of kindness yet, Endless and singing. Whose lovely
for auld lang syne. ambition

And surely you’ll buy your pint cup!
and surely I’ll buy mine!
And we’ll take a cup o’kindness yet,
for auld lang syne.
We two have run about the slopes,
and picked the daisies fine;
But we’ve wandered many a weary foot,
since auld lang syne.
We two have paddled in the stream,
from morning sun till dine;
But seas between us broad have roared
since auld lang syne.
And there’s a hand my trusty friend!
And give us a hand o’thine!
And we’ll take a right good-will draught,
for auld lang syne.
Questions to answer:
1. When is Auld lang Syne usually
sung?
2. Who is being referred to the song?
3. What makes the persona’s friends
unforgettable?
4. What experiences they have gone
through?
5. Why do Filipinos love to sing this
song during a New Year’s
celebration?
Was that their lips, still touched with fire,
Should tell of the Spirit clothed from
head to foot in song.
And who hoarded from the Spring
branches
The desires falling across their bodies
like blossoms.
What is precious, is never to forget
The essential delight of the blood drawn
from ageless springs
Breaking through rocks in worlds before
our earth.
Never to deny its pleasure in the
morning simple light
Nor its grave evening demand for love.
Never to allow gradually the traffic to
smother
With noise and fog the flowering of the
spirit.
Near the snow, near the sun, in the
highest fields,
See how these names are fêted by the
waving grass
And by the streamers of white cloud
And whispers of wind in the listening
sky.
The names of those who in their lives
fought for life,
Who wore at their hearts the fire’s
center.
Born of the sun, they travelled a short
while toward the sun
And left the vivid air signed with their
honour.
Questions to answer:
1. What distinct quality of those who
were great does the persona in the
poem mention in the first stanza?
2. Based on the 2nd stanza, what
should not be forgotten?
3. What is the legacy of those who are
great?
 Application

“Finding Similarities and Differences”

Students will list the similarities and differences of the two

poems in terms of the use of figurative language and its content. They will plot
their answer in the Venn diagram.

Text 1 Text 2

IV. Evaluation

Students will copy and study the statements below. They will
check the statement that refers to both poems. If the statement refers to the
first poem, write 1. Otherwise, write 2.

1. Nature pays tribute to persons of valor.

2. The persona recounts old memories of friendship.
3. The text is marked with vivid imagery.
4. Personification is utilized by the author.
5. The text talks about what endures through time.
V. Assignment
Students will view the following links:
 http://www.karmatube.org/videos.php?id=2959
 http://www.hollywoodreporter.com/live-feed/oprah-winfrey-reflects-martin-
luther-616824

Prepared by:

___________________
GINELYN D. MARALIT
Student Teacher

Checked by: Noted by:

____________________________ _____________________
DR. MARIA THERESA M. KALAW MS. RIZALINA S. DIOLA
Teacher-in-charge Cooperating Teacher