Semi-Detailed Lesson Plan

In
Teaching English 10

I. Objectives:
At the end of the lesson, the students are expected to:
a. Decode the unfamiliar words found in the poem;
b. Interpret the meaning of the poem, and
c. Write a letter of love towards someone in the form of a poem
II. Subject Matter:
A. Topic: Laura by Francesco Petrarch translated by Morris Bishop
B. References: Celebrating Diversity through World Literature English Learner’s Material
10; Module 2 Lesson 3; page 171
C. Materials: Visual aids
D. Values Infusion: “Love, Affection, Passion and Emotion will live forever.”
III. Procedures:
Teacher’s Activity Students’ Activity
A. Preliminary Activities (The students will pray.)
a. Prayer (The students will greet the teacher.)
b. Greetings
c. Checking of Attendance
d. Review
e. Motivation
Before we start reading the poem, I (The students will give their ideas about the
have a question. question orally.)

How would you describe someone

you are passionately in love with?

B. Development of the Lesson

a. Presentation of the Lesson
Today, we are going to read and
interpret a poem which is titled
“Laura”.
Laura was originally written by an
Italian poet named Francesco Petrarch Definitions:
and was translated by Morris Bishop. - To touch someone in a sexual and
improper way
b. Unlocking of Difficulties - A harmonious agreement or union
 But before we read the poem, let us
first unlock the meaning of some
unfamiliar words in the poem. After
which, use the words in sentences.
Sentences:
1. It was illegal to molest, capture or
kill any of the animals in the park.
2. The members of the committee are
in unison on this point.
3. It was a gray, dreary morning.
4. Her hair tangles.
5. She arrived furiously knowing the
bad news.
- Causing unhappiness or sad feelings;
not warm nor cheerful
- To become or cause something to
become twisted together
- Very angry; very active or fast
- A very flammable substance adaptable
for use as kindling
(The students will use any of the words in
sentences.)
(The students will read the poem aloud and in
chorus.)
(The students will read again the poem,
silently.)

(The student will give the answer being asked

c. Reading Proper for.)
We shall now read the poem.
(The student will enumerate the descriptions
A. First Reading made by the author to Laura.)

B. Second Reading (The student will describe Laura.)

d. Discussion
Let’s start the ball rolling! (The student will give her interpretation of the
phrase.)
Who was the author of the poem (The students will answer the question.)
“Laura”?
Yes, Nelmarie!

What are the words that the author (The student will share her ideas about how
used to describe Laura? Petrarch loved Laura.)
Alright, Kim!

With those descriptions, what can (The students will write their love letters.)
you say about how Laura looks? Is she
beautiful?
Yes, Jomari! (The student will provide an answer to the
question.)
What does the phrase “though the
bow’s unbent” mean? Does the poem
tell us that Laura died? (The student will answer the question.)
Let’s have, Nicole!
 Can we conclude that Petrarch is a
hopeless romantic?

C. Values Infusion
In the way Petrarch loved Laura,
what can you say and what have you
learned?
Yes, Jay-ann!

D. Application
In 5 minutes, I want you to write a
love letter for someone who dear to
you. It should be in the form of a
poem.

E. Generalization
How did Petrarch express or show
his love for Laura?
Yes, Jamaica!

Do you still believe in love and that

forever exists?

Yes, Jomari!

IV. Evaluation
Instructions: In a whole sheet of paper, answer the questions about the poem “Laura”.
1. How was Laura described by the speaker?
2. What are the common details the speaker remembers about Laura?
3. How does Laura seem to have changed?
4. What aspects in the poem “Laura” remain unchanged?
V. Agreement
Instructions: Read in advance the poem “The White Doe” by Petrarch, translated by Anna Maria
Armi in your book Celebrating Diversity through World Literature English Learner’s Material
10; Module 2 Lesson 3; pages 171-172 and make an analysis of the poem.