Codium, Jenipe R.

BSED-English-3A

A Detailed Lesson Plan on Grade 9 English

I. STANDARDS, COMPETENCIES, AND OBJECTIVES

A. CONTENT STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types
serve as means of enhancing the self; also, how to use processing, assessing, summarizing
information, word derivation and formation strategies, appropriate word order, punctuation marks
and interjections to enable him/her to participate actively in a speech choir.

B. PERFORMANCE STANDARD
The learner actively participates in a speech choir through using effective verbal and non-verbal
strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body
Movements/ Gestures and Audience Contact.

C. LEARNING COMPETENCIES
EN9LT-Ig2.2.3: Determine tone, mood, technique, and purpose of the author
EN9LT-IIb-15: Analyze literature as a means of valuing other people and their various
circumstances in life

D. OBJECTIVES

i. Identify the tone, mood, technique, and purpose of the author;

ii. Demonstrate understanding of the text through differentiated activities; and

iii. Share appreciation of the text for the significant human experiences highlighted and share
during the discussion as a mean of enhancing the self;

II. SUBJECT MATTER

Topic : A Psalm of Life by Henry Wadsworth Longfellow
Reference : Grade 9 LM – Module 4 Page 78-82
Skills : Listening, Speaking, Reading, and Writing.
Instructional Aids : PPT, audio speaker
 Value Focus : Hardships, hope, and courage

IV. PROCEDURES
Before the Lesson
Teacher’s Activity Student’s Activity
Preliminary Activities

Good morning, students! Good morning teacher!

How are you today? We’re doing good!

That’s great! I’m delighted to hear that.

(Students raised their hands.)

Now who among you here can recall our last We tackled about “The Three Epic Heroes of
lesson? Ibalon.

Yes, Kaye. (Students raised their hands.)

That’s right! Then who can give a short insight The Ibalong portrays deeds in heroic
about the epic? proportions, centering on white men or tawong-
lipod who were warrior-heroes named, among
Yes, Jenelyn. others, Baltog, Handyong, and Bantong. We
should be wise to make right decisions in
fighting. The moral lesson to this story is one
does not know what they have until it is gone.
Just like in the story, the heroes did not just fight
without thinking first.

(Simultaneously) Yes, ma’am.

That’s absolutely right! You have really digested
the story very well. And that’s a very good job.
Well, continue to give effort in our activities.
Understood?

B. Establishing a purpose for the lesson

Before we start the lesson, please group yourselves (students counting)

into 4, start counting now.

I have here a song titled “Where are you going to” (Students: Yes maam!)
by Diana Ross. Watch carefully the video and pay
attention to the lyrics okay?
https://www.youtube.com/watch?v=gsA-Xc6gWDE
What feeling/emotion does the song evoke?
Explain.
Yes, Jorjena.
Exactly, Jorjena. Now, who do you say it’s a bout
regret?
Yes, Regine.
Very good. Therefore, the song intends us to?
Kaye.
Well done students. How about you, do you know
the purpose of your lives? If yes, what is it?
Johnboy.
That’s good, Johnboy. How about others, share
your purposes in life.
Regine.
Very clear purpose in life, Regine. Indeed, we are
nothing without faith. Who else?
Daisy.
(Students attentively watch and listen to the
song)
(Jorjena raises a hand.)
I think it is a song about finding what you want
in life. A song of contemplation but most
importantly it's a song about regret.
(Regine raises a hand.)
By the end of the song we see the question has
been entirely rhetorical. No, she had no idea her
rejection of the boy would lead to her becoming
a drug addicted prostitute dying alone and
unloved. Lost in regret. Or something like that.
(Kaye raises a hand)
That we must live our life with a purpose and do
things that will be our legacy. Because it's better
to regret something you have done than
something you haven't.
(Johnboy raises a hand)
(For me maam, my purpose here is to give a
better life for my family. That’s the reason why I
study really hard.
(Regine raises a hand)
My purpose in is to do nothing but to obey Allah
and keep His love above everything. The act of
Worship (Ibadaah) is to submit, surrender,
thanks and obey our Creator (Allah) on His
terms and conditions.
(Daisy raises a hand)
My purpose in life is to live a long and happy
life. Making others happy. Making the world a
better place. Spending as much time as possible
with the people I love.
(Some students raise their hands)
 Ver good. Thank you for sharing. Who among you
here are still clueless or confused of the purpose of
life?

Oh, some of you here. Can you share why do still

feel the same way? I want to hear from Christian. I feel like I have no purpose in life, like I feel that
we’re just here to born and grow old and die.

Oh, Christian I guess you are being too pessimistic.

Life is not about surviving and dying. Life has
more to offer and I believe you just have to open
your eyes and heart. Maybe, sir. I really feel a little sad about feeling
this way.

(Students read the lesson objectives aloud.)

I can understand that feeling, Christian. But don’t
worry, after this class, I believe you will be able to
discover your purpose in life.
Going towards the lesson, please read our
objectives this morning.
i.Use antonyms to arrive at meaning of
words
ii.Analyze literature as a means of
enhancing the self
iii.Use the appropriate and effective
speech conventions in poetry reading

Yes, ma'am.

Can we attain these lesson objectives class? We can do it!

Now, I want you to repeat after me. We can do it!

The Lesson Proper

Teacher’s Activity Students’ Activity
C. Presenting examples/instances of the
new lesson

Our topic for today is a poem titled “A Psalm of Not yet, Ma’am.
Life”. Have you heard of this poem before?

Alright, now I will select students to read each Yes, ma’am.

stanza.
First stanza will be Kaye followed by Ness,
Jorjena, Christian, Charyl, Daisy, Johnboy, Junico
and lastly Armalyn.
What is an empty dream?
Go ahead, Geraldine.
What does slumber mean?
Very good. How about mournful?
Very good. Now, let us have the second stanza.
What the poet means by saying, “Life is real! Life
is earnest!” Who can share?
Yes, Kaye.
Marvelous analysis, Kaye. Now, let’s continue.
How about this stanza? What does it imply?
Yes, Armalyn. What can you say about this
stanza?
That’s very good Armalyn! Great job! Now,
stanza 4.
A Psalm of Life: What the Heart Of a Young Man
Said to the Psalmist by Henry Wadsworth
Longfellow
Tell me not, in mournful numbers,
Life is but an empty dream!
For the soul is dead that slumbers,
And things are not what they seem.
(Geraldine raises a hand)
To dream of something being empty
represents feelings about something being missing
or lacking in your life.
It’s means in deep sleep maam.
It’s refers to melancholy, regret and sorrow
maam.
Life is real! Life is earnest!
And the grave is not its goal;
Dust thou art, to dust returnest,
Was not spoken of the soul.
(Kaye raises a hand)
It is an encouragement for us to live life as
actively and as fearlessly as possible. He doesn't
want us to dwell on the past or worry about the
future.
Not enjoyment, and not sorrow,
Is our destined end or way;
But to act, that each to-morrow
Find us farther than to-day.
(Armalyn raises a hand)
This stanza is saying that we are meant to enjoy
life and not just live to die.
Art is long, and Time is fleeting,
And our hearts, though stout and brave,
 Still, like muffled drums, are beating
 Funeral marches to the grave.

Okay, who will share about “Art is long, and (Junico raises a hand)
Time is fleeting”?

Go ahead, Junico. “Art is long, and Time is fleeting” means that the

work given to us is vast and time consuming, but
the time is running away fast with every moment.

(Kaye raises a hand)

Wonderful, Junico. Yes, we are not going to live

here forever, but our deeds will remain as our
footprints, therefore choose and work to leave a
good legacy.

In the world’s broad field of battle,

Okay, next one. In the bivouac of Life,
Be not like dumb, driven cattle!
Be a hero in the strife!

(Johnrey raises a hand)

What does bivouac mean?

It means temporary camp usually for soldiers and

Johnrey. campers.

They mean that this life contains a lot of struggles

Very good. Therefore, the phrase 'bivouac of Life' but we must remember that it is temporary and the
refers to life as a temporary shelter. Now, how goal is a much better place, so be smart while you
about the last two lines of this stanza? are here. Stand out.

Wow, you have really understood the stanza. Now

next.

Trust no Future, howe’er pleasant!

The floor is yours, Mr. Johnrey. Let the dead Past bury its dead!
Act,— act in the living Present!
Heart within, and God o’erhead!

The poet warns us not to trust the future, no

Why does it say to trust no future? Yes Charry. matter how nice it appears, because we are
frequently taken away by beautiful thoughts about
our future and forget to act in the present.
Indeed. And he also advises us to ignore the past
since it is no longer alive and should not haunt us
or influence our current actions. We must follow
our hearts and have confidence in the God who
watches over us.
Okay, how about the preceding stanza?
What does this line suggest?
Good. And with that, may our success like our
deeds will inspire the succeeding generation.
Therefore, leave a good legacy behind.
Okay, next one.
How about this stanza?
Ariel.
Exactly, Ariel. And let’s have the last stanza.
Who can share about this last stanza?
Very good. Longfellow, in the closing four lines
of A Psalm of Life, encourages us to get up and
start working right now. We must keep going,
achieving tremendous heights while refusing to
give up. We must learn to labor, to work hard, to
Lives of great men all remind us
We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time;
The author in this stanza reminds us that the lives
of so many great and successful individuals and
may, we too, reach those heights if we desire and
work for it.
Footprints, that perhaps another,
Sailing o’er life’s solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again.
(Ariel raises a hand)
Not only live a life that others will remember, but
live so great that when others hear about you, you
have set an example.
Let us, then, be up and doing,
With a heart for any fate;
Still achieving, still pursuing,
Learn to labor and to wait.
Go out and live life with the idea that your time is
indefinite. Work your butt off and be a good
person and be patient.
act intelligently, and to patiently wait for our
rewards.
(Teacher wraps the story up by asking questions
about some details and processing students’
answers.)
D. Discussing new concepts and practicing
new Skills #1
Do you like the poem?
What is the structure of A Psalm of Life?
Jenelyn.
How about the mood of Psalm of life?
Yes, the poem really encourages us to live life
driven with a purpose. Now what is the main
theme of A Psalm of Life?
Jesryl
Why do you say so?
Very good. How does the poet describe life in the
Psalm of life?
Very good. What does Dust thou art to dust
Returnest mean? This is a line which is further
taken from the bible in Ecclesiastes 3:20.
Junico.
(Simultaneously) Yes, Maam!
(Jenelyn raises a hand.)
“A Psalm of Life” is made up of nine quatrains
(four-line stanzas) rhyming abab (which means
the final word in the first and third lines rhyme, as
do those in the second and fourth).
The tone of A Psalm of Life is encouraging and
determined.
(Jesryl raises a hand)
The main theme of the poem, as we can see, is
to represent an optimistic view of life.
Because according to the poet, this life is
precious. We should not waste it. Rather, we
should use this life to do something great, so that
people remember us forever.
The poet rebukes them and says that life is not an
empty dream and it is their soul which is sleeping.
They should wake up and live life fruitfully
otherwise we will be nothing more than dead
people.
(Junico raises a hand)
The line signifies the futility of human life. It
means that we were born from the earth (God
created Adam from sand) and no matter what we
do it will all be in vain, as we will all one day
 return to dust.

What stanza or line/s you like the most? (Johnboy raises a hand)

Yes, Johnboy. The first two lines and the very last line of the
poem.

Why do like those lines, Johnboy?
Because those lines are enough to explain what
the poem is all about: we should not waste our
precious moments sitting idle and doing nothing,
but rather strive hard to achieve our goals and
make the most of our brief life.

Indeed, Johnboy. Who else? (Jessa raises a hand)

Jessa. These are my favorite lines maam. "Trust no

future, howe'er pleasant! Let the dead Past bury
it's dead! Act - act in the living Present! Heart
within, and God o'erhead! "It means to simply live
in the present. Rid of anything holding you back
or anything making you fearful of moving on.
Live with the idea that after this life there is
something greater.

Yes, exactly be more and do more. Who else? (Ariel raises a hand)

Ariel " Not enjoyment, and not sorrow, is our destined

end of way; but to act, that each tomorrow find us
farther than today." It means we are unaware of
how we will end our lives. In the end it is not
about what we have acquired or how much we
have, it is about knowing that who we are now, is
better than where we started.
Indeed, that is why live in the moment and strive
to be great. Take risks and discover life outside of
our shell.

Lastly, what is the moral lesson of A Psalm of
Life? Yes, Jenelyn.
"A Psalm of Life" by Henry Wadsworth carries a
message of hope and encouragement. It
encourages people to live their lives to the fullest,
using the short time we have here on Earth as a
gift. The poem is a message to future generations
to find work and action that gives them purpose
and passion.

Ver good. How about Ariel? The moral lesson of this poem is to live life to its
fullest, find a purpose, and leaving a lasting
legacy for future generations. A Psalm of Life is
meant to encourage us to spend our lives,
however short they might be, in pursuit of
 meaningful, compassionate acts that will change
the lives of others those living, and those to come.

Indeed, you have really digested the poem. That’s

marvelous! Now, remember this question, when it
is your time, will you be able to say that you are
content with the life you have set out to live?

E. Discussing new concepts and practicing

new skills #2?

In our activity, we shall be using the same groups.

A “Psalm of Life” talks about how we have been
influenced by past generations and what we will
leave for generations after us. Reflect upon your
goals and what you hope to leave behind to your
family, friends, and community as your “gift to
humanity.”

Create a footsteps quilt using a construction paper.

Determine how many squares you want to include
to express your “gifts to humanity.” Create a
square for each gift. Include a border. Make the
squares from fabric or paper. Glue them together.
Finish with ribbon or embroidery.

Alright. But before that let me present to you first

the criteria that you need to follow.

Presentation -10%
Design and Creativity – 15%
Workmanship- 15%_______
Total – 40%
You are given around five minutes to do this. Do (None maam)
you have any questions?

You may start now.

After posting your output. Select a representative (Simultaneously) Yes, ma’am.

to read it in the class and choose among the
members to read each of the answer in the blanks.
Understood?

(Teacher roams around the classroom to observe

every group who participated and not.)

(Teacher checking the post output at the same

time making corrections to the wrong item.)
(Teacher announced the group who got highest to
lowest score and give feedbacks.)
F. Developing mastery
G. Finding practical applications of
concepts and skills in daily living.

Now, let’s talk about the activities that we did

since we started this morning. How many
activities have we done so far? (Johnrey raises a hand.)

Johnrey. One ma’am.

What is it? (Ariel raises a hand.)

Ariel. We worked in a group ma’am and made a quilt as

a gift to humanity.

Are you sure that this is just the only activity that (Crizyl raises a hand.)
you did, Ariel?

Yes, Crizyl. We participated in the discussion and read the

poem.

And before that? (Geraldine raises a hand.)

Geraldine. We listened toa song about finding purpose in

life.

So how many activities are there? (Simultaneously) Three!

Actually you did so much more than just three.

But at least let us consider these three. What skills
are you able to exercise throughout this session? (Kaye raises a hand.)

Kaye. We were speaking most of the time.

That’s right.

(Addresses the class) But this morning

particularly, you were exercising the skill of
expressing ideas and opinions. And for me, you
are doing really great. My question is, Do you
think such a skill is useful? (Charyl raises a hand.)

Yes, Charyl.
Absolutely! You need that skill to succeed in your
academic life. But how about outside school?
I believe this skill of expressing ideal and
opinions is very useful to us as we study at
school.
 (Cherry raises a hand.)
Cherry.

We particularly used to talk everyday even in our

dreams.
That’s good, Cherry. We sometimes used to talk
to ourselves right?
Yes, ma’am.
And many other things. We are so good at
expressing our ideas and opinions, especially in
our vernacular.

How about the others?

(Ness raises a hand.)
Ness.
We express our opinions by talking to our family,
friends, and other people. And it’s also good to
express it in good and right approach.
Alright! Thank you for that Ness. Sometimes we
have to be careful, if you have something to ask
just say it in a right approach.
H. Making generalizations and abstractions
about the lesson

Now I’d like to hear a summary of our lesson (Charry raises a hand)
today.
We listened to a song about a purpose in life and
Yes, Charry. discussed about it. After that we read and
analyzed the poem A Psalm of Life by
Longfellow, we look for the meaning of the
difficult words and we also did a group activity.

Thank you, Charry. ( Addresses the class) May I
ask another student to tell us about the things that
he/she learned today?
Yes, Marvin.
(Christian raises a hand.)
Today’s poem is very inspirational. I am now
enlightened of what I want to do with my life. I
will live in the moment, strive to be more and do
more and strive to leave a good legacy.

That’s amazing, Marvin…

(Teacher elicits more generalizations.)

After the Lesson

Teacher’s Activity Students Activity
 I. Evaluating Learning

Do you have any questions with regards to the (Simultaneously) none, sir.
lesson?

Since there is none. We will have another activity.

This is an individual task. Complete the table
below.

My Philosophy in Life
Longfellow’s My view Results
view

(Students presenting the class.)

Alright! It seems that most of you is very

reflective and some are idiomatic.
Congratulations!

J. Additional activities for application or

remediation

For your assignment, make a video on an

inspirational film for about 3-5 minutes about the
beauty of life living with a purpose.

V. REMARKS
VI. REFLECTION