Detailed Lesson Plan in Literature

September 23, 2013byjanicedelosreyes

Detailed Lesson Plan in Literature

I. LEARNING OBJECTIVES

           

A.Use vocabulary strategies to unlock the meaning of the unfamiliar words.

            B. Interpret orally the poem entitled “Digging” through interactive discussion.

C. Share experiences regarding the person/s that shaped your life.

            D. Show appreciation on people who influenced and shaped your life.

II. SUBJECT MATTER

           

Topic               : “Digging”

                                       Seamus Heaney

            Source             : English Expressways IV, pp. 304-305

            Materials         : visual aid, book, pictures (family, friend, teacher, etc.)

III. LEARNING TASKS

Teacher’s Activity

Student’s Activity

A. Activity

     1. Facial Arts

         -The teacher presents a box to the             class which contains picture of family, friend,
teacher, etc. then ask some students to pick a picture from it and share how that person shaped
his/her life.

       (Class I have here a box which contains some pictures which are familiar to you. As I call
your name please come here in front and pick one from the box. Then, explain how that person
shaped your life. Is that clear?)

        -The teacher calls some students to perform the activity.

     2. Pre – Reading

          a. Unlocking Difficulties

             -The teacher presents to the class the following unfamiliar words from the poem. The
students must be able to get the meaning of the italicized words and the strategy used to unlock
them from the sentences/phrases given.

<!--[if !supportLists]-->         <!--[endif]-->The squat pen rests; snug as a gun

<!--[if !supportLists]-->         <!--[endif]-->Under my window, a clean rasping sound

<!--[if !supportLists]-->         <!--[endif]-->My grandfather cut more turf in a day

<!--[if !supportLists]-->         <!--[endif]-->The coarse boot nestled on the lug, the shaft

<!--[if !supportLists]-->         <!--[endif]-->Than any other man on Tuner’s bog

<!--[if !supportLists]-->         <!--[endif]-->Nicking and slicing neatly, heaving sods

          b. Setting the purpose for reading

             -As you grow up, there are people who became part of your life just like the speaker in
the poem entitled, “Digging” by   Seamus Heaney. Now are you ready to find out whose that
person was?

     3. Reading Activity

        Reading Strategy: Oral Interpretation of a Poem (Whole Class Interaction)

  -The teacher divides the class into six (6) groups with corresponding stanza to be delivered.
Then, the succeeding group to recite will first interpret what the previous group had delivered.
There will be a brief elaboration of answers before proceeding to the next stanza. These will be
repeated until the last group recites.

<!--[if !supportLists]-->         <!--[endif]-->Group 1- 1st  stanza

<!--[if !supportLists]-->         <!--[endif]-->Group 2- 2nd stanza

<!--[if !supportLists]-->         <!--[endif]-->Group 3- 3rd stanza

<!--[if !supportLists]-->         <!--[endif]-->Group 4- 4th stanza

<!--[if !supportLists]-->         <!--[endif]-->Group 5- 5th and 6th stanzas

<!--[if !supportLists]-->         <!--[endif]-->Group 6- 7th stanza

<!--[if !supportLists]-->         <!--[endif]-->Teacher- Last Stanza

 
 

 
 

 
 

 
 

B. ANALYSIS

       (Class, kindly get a sheet of paper and answer the following questions within five minutes.
Later we will discuss your answers. Then, you have to pass your papers because it will serve as
your attendance and quiz for today.)

<!--[if !supportLists]-->1.      <!--[endif]-->Read the first stanza. What was the speaker doing?

<!--[if !supportLists]-->2.      <!--[endif]-->What does he observe about his father and his
grandfather?

<!--[if !supportLists]-->3.      <!--[endif]-->What memories come back to the speaker in the poem?
How do these memories become part of his life experiences?

<!--[if !supportLists]-->4.      <!--[endif]-->What does the speaker say he lacks? What does the
speaker decided to do?

 
 

C. ABSTRACTION

            The teacher asks each group to brainstorm on the following questions.

Group 1- What do you think is the author’s purpose on writing the poem?

Group 2- What do you think are the notable attitudes of the speaker in the poem?

Group 3- What do you think is the message of the poem?

Group 4- Why was the poem entitled “Digging”? Does it have denotative and connotative
meaning? Give your reason.

 
 

Group 5- How do the speakers’ experiences help him to shape his life?

Group 6- Somehow we owe our present and future to our past experiences and the people who
become part of our life that’s why we are thankful for those. On the other hand, there are people
who blame others if their lives become miserable. Do you think they have their rights to do such
things? Explain your answer.

NOTE: The activity under application will be performed tomorrow before introducing the new
topic.

D. APPLICATION

(Class, within your group do the following task. The presentation will be tomorrow.)

As graduating students, reminisce your experiences from freshmen until now. Think of
the people who became part of your high school life. Think also the ones who inspire you to
pursue your studies. You will present it through a simple skit and it should last for three minutes.
It will serve as your recitation today.

Here are the criteria for the class performance.

Individual Participation – 30%

Creativity and Originality -25%

Presentation – 25%

Relevance –10%

Punctuality –10%
  

TOTAL: 100%

IV. HOMEWORK

Think of a person whose activities to his/her life have shaped who you are today. Then,
make a personal letter addressing how that said person influenced you. Use colored paper. The
color of your choice will determine your purpose just like what stated below. It will be passed
tomorrow.

<!--[if !supportLists]-->         <!--[endif]-->Red- Admiration

<!--[if !supportLists]-->         <!--[endif]-->Blue- Appreciation

<!--[if !supportLists]-->         <!--[endif]-->Yellow- Thankful/Grateful

 
 

(Yes, Ma’am.)

-The students perform the activity. Then, the teacher makes some elaborations of the answers.
She also shares to the class her experiences regarding the matter.

Word

Meaning

Strategy

snug

cozy
contextual clue

rasping

harsh

contextual clue

turf

grass

contextual clue

lug

cart

contextual clue

bog

swamp

contextual clue

sods

grass

contextual clue

(Yes, we are!)
 

-Group 1 recites the 1st stanza. Then, the succeeding group interprets it.

“Between my finger and my thumb

The squat pen rests; snug as a gun.

Under my window, a clean rasping sounds

When the spade sinks into gravelly ground:

My father, digging. I look down”

(The speaker was holding a pen. Then he looked at his window. He saw his father digging the
gravelly soil and he felt sad.)

-Group 2 recites the 2nd stanza. Then, the succeeding group interprets it.

 
 “Till his straining rump among the flowerbeds

Bends low, comes up twenty years away

Stooping in rhythm through potato drills

Where he was digging.”

(Even though the father felt body pain for many years, he still has to dig the soil and plant the
potato seeds.)

-Group 3 recites the 3rd stanza. Then, the succeeding group interprets it.

“The coarse of boot nestled on the lug, the shaft

Against the inside knee was levered firmly.

He rooted out all tops, buried and bright edge deep

To scatter new potatoes that we picked

Loving their cool hardness in our hands.”

(The father bent his knees and pulled the potato from the soil. This brought delight to his heart
because finally he harvested the fruit of his labor.)

-Group 4 recites the 4th stanza. Then, the succeeding group interprets it.

“By God, the old man could handle a spade

Just like his old man.”

 
 “My grandfather cut more turf in a day

Than any other man on Tuner’s bog.”

(His father’s strength to do such difficult work came from the Almighty and same thing with his
grandfather. His grandfather has done more work than others because it was been part of his life)

-Group 5 recites the 5th and 6th stanzas. Then, the succeeding group interprets it.

(Once I carried his milk in a bottle

Corked sloppily with paper. He straightened up.

“To drink it, then fell to right away

Nicking, and slicing neatly, heaving sods

Over his shoulder, going down and down

For the good turf. Digging.”

(The speaker remembered an incident when he brought bottle of milk to his grandfather. He
drunk the milk immediately and returned on what he was doing. He noticed how hard their work
was.)

-Group 6 recites the 7th stanza. Then, the succeeding group interprets it.

 “The cold smell of potato mound, the squelch and slap

Of soggy peat, the curt cuts in edge

Through living roots awaken in my head.

But I’ve no spade to follow men like them.”

  

(There were fertilizers scattered on the edge of the of the potato from it the speaker had realized
something. It was he couldn’t do the same work of his father and grandfather. )

-The teacher recites the last stanza. Then, group 1 interprets it.

“Between my finger and thumb

The squat pen rests.

I’ll dig with it.”

(From the pen he holds, he will start to “dig” his future life.)

-The speaker was holding a pen. Then he looked at his window. He saw his father digging the
gravelly soil and he felt sad.

-He observed about his father and grandfather that they both have the same sets of work. They
hold a spade, dig the soil, pull the weeds and scatter the potato seeds.
 

-The speaker remembered an incident when he brought bottle of milk to his grandfather. He
realized how hard their work was. This became his inspiration to take an opposite tract which
was to finish his studies. He suddenly made up his mind and dreamt big.

-The speaker said the he lacked of spade which symbolizes the ability, strength, difficulty and
perseverance of his father and grandfather’s work. He has only a pen which represents education.
He told himself that even though he couldn’t do the same work, still he has the power to make
their lives better. It is through prioritizing and valuing his studies.

-The author’s purpose on writing the poem was to show appreciation not just only for the
significant life experiences but as well as the people who influence one’s life.

-The notable attitudes of the speaker were observant, appreciative, and optimist.

-The message of the poem was don’t let the difficulties that you encounter hinder you to become
what you wanted to be. Instead, let those be your catalyst to pursue and fulfill your goals in life.

-The poem was entitled “Digging” because it made the speaker and the readers to understand
more life itself. It is not always harvest time. There were also times wherein you have to work
hardly. Digging was literally defined in the poem because it was the father and grandfather’s
work. While its connotative meaning was it became the speaker’s way to form his own objective.

 -The speaker’s experiences became his inspiration to face all the challenges that he will
encounter. From there, he gained courage and confidence.
 

-I think that it was not the right thing to do. Though the people around us can greatly affect our
life formation, we should bear in our mind that we still have the power to drive ourselves where
and what we wanted it to be.

-The students do the task with awareness of the criteria.

 
 

-The students write down their assignment.