Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Cavite

Tanza National Trade School

Paradahan 1, Tanza, Cavite

Date : November 18, 2019

Subject : 21st Century Literature from the Philippines and the World
Teacher : Connie T. Erandio
Topic : Identify representative text and author from North America
Poem: SUCCESS by Emily Dickinson

I. Content Standard The learner will be able to understand and appreciate literary texts in various
genres across national literature and cultures.
II. Performance The learner will be able to demonstrate understanding and appreciation of
Standard 21st century literature of the world through:
1. a written close analysis and critical interpretation of a literary text in
terms of form and theme, with a description of its context derived
from research
III. Learning Writing a close analysis and critical interpretation of literary texts, applying a
Competencies reading approach, and doing an adaptation of these, require from the
learner the ability to:
1. identify representative texts and authors from Asia, North America,
Europe, Latin America, and Africa (EN12Lit-IIa-22)
IV. Objective At the end of the lesson, the students will be able to:
(K) a. Identify representative text and author from North America;
(S) b. Write a close analysis and interpretation of literary text; and
(A) c. Appreciate the genre of the text by relating and applying the
lesson in daily life.
(K) Content Literary genres, traditions and forms from different national literature and
cultures, namely, Asian, Anglo-American, European, Latin American, and
African
(L) References Curriculum Guide page 4
(M) Materials Needed Laptop, Projector, Speaker, task card
(N) Procedures Routinary Activities
5 minutes 1. Prayer
2. Attendance
3. Review
4. News Update
A. Reviewing previous Motivation: Jumbled Letter
lesson or presenting the
new lesson (3minutes)
B. Establishing a purpose Picture Analysis
for the lesson Objective: This aim to describe the learners own interpretation and
understanding based on their observation.

C. Presenting examples/ Reading a Poem: Success is Counted Sweetest by Emily Dickinson

instances of the new
lesson (3 minutes)
D. Discussing new Constructivism Approach – Activity Based (3A’s Activity)
concepts and practicing Group the class into 4 cooperative teams and provide them with a task card ;
new skills #1 a copy of a Poem.
 T (Think) – Have each group brainstorm and analyze on the given part
(stanza) assigned to each group.
D (Discuss) – Let them share ideas with their group.
A (Act) – Choose one representative to present their work in the class.
R (Reflect) – Introspect on output made by the group.

GROUP PRESENTATION:
GROUP 1- 1st Stanza
GROUP 2- 2nd Stanza
GROUP 3- 3rd Stanza
GROUP 4 - Synthesis
The group 4 is tasked to synthesize the presentation. The synthesizer group
is guided by the rubrics in assessing the group’s performance.

Rubrics:
CATEGORY 4 3 2 1
Comprehension Student clearly Student seems to Student Student has
understands the understand most understands some trouble
poem and of the poem and parts of the poem understanding
accurately answers accurately answers and accurately most parts of the
questions related most questions answers some story or answers
to the story. related to the question related to are incomplete.
poem. the poem.
Analysis Insightfully Accurately Describes some Has trouble
describes several describes a couple dominant identifying the
dominant of dominant elements and dominant
elements and elements and poetic devices elements and
poetic devices poetic devices used by the poet, poetic devices
used by the poet used by the poet but has difficulty used in the poem
and thoughtfully and accurately describing how
relates how they relates how these these relate to the
are used by the are used by the meaning or feeling
poet to reinforce poet to reinforce of the poem.
the theme, the theme,
meaning, mood, or meaning, mood, or
feeling of the feeling of the
poem. poem.
Interpretation Forms a creative Forms a somewhat Student identifies Student finds it
hypothesis about reasonable the literal meaning difficult to
the symbolic or hypothesis about of the work and/or interpret the
metaphorical the symbolic or can relate how the meaning or mood
meaning of the metaphorical work makes of the work.
poem and is able meaning and is him/her feel
to support this able to support personally
with evidence this with evidence
from the text. from the work.
Presentation The voice is The voice is The voice is The voice is very
perfectly audible. audible. The somewhat soft soft and inaudible
The diction is very diction is clear and and a bit audible, which makes it
clear and understandable. which makes it difficult to
understandable difficult to understand what
understand what is being said.
is being said. Some Several words are
words are mispronounced.
mispronounced.

1. Enforce the “One Voice Rule” before allowing any of the groups to
discuss their interpretation among themselves.
2. Remind the groups to have a “Group Facilitator” who will moderate
the discussion.
3. Remind the groups to have a “Scribe” who will write the key
concepts shared by each member.
4. Emphasize that the most organized group will have an extra points.

E. Discussing new From the activity, lead the class in an interactive discussion about the Poem:
concepts and practicing Success is Counted Sweetest
new skills #2
F. Developing Mastery 1. What figurative language and rhetorical devices are use in the
poem? Give textual evidence.
2. What is the theme of the poem?
3. Who is likely to count success as sweetest?
4. What do you think is the “purple Host” in line 5?
5. Describing the image you see in the last stanza. How could this
image be extended to refer to other situation in life?
G. Finding REFLECTION:
practical/application of THINK, PAIR AND SHARE
concepts and skills in 1. What is your aspiration in life?
daily living 2. What would you do to achieve that aspiration?
(5 minutes) 3. To whom are you dedicating that success?

H. Making 1. Is it possible to fail in victory and succeed in defeat?

generalizations and 2. Have you ever experienced something similar to the soldier in the
abstractions about the last stanza?
lesson (2 minutes) 3. How does the poem inspire you to strive to be successful in life?

I. Evaluating Learning Quiz(Activity Booklet):

(5 minutes) Choose the letter of the correct answer.
1. Who counts success “sweetest”?
a. those who read this poem c. those who don’t succeed
b. those who win a lot d. those who die in battle
st
2. What drink is mentioned in 1 stanza?
a. beer b. wine c. snapple d. nectar
3. What item did the “Host” take?
a. the flag b. the cake c. the field d. the song
4. What can the dying soldier most clearly define?
a. anti disestablishmentarianism
b. war c. victory d. defeat
5. Where does the music “burst”?
a. on the battlefield b. on the dying soldier’s ear
c. on the hills d. on the hot air balloon

Answer Key:
1. C 2. D 3. A 4. C 5. B

J. Additional activities Make your own acrostic poetry about SUCCESS

for application or
remediation
(3 minutes)
V.REMARKS
VI.REFLECTION
A. No. of learners who A. 43
earned at least 80% on
the formative
assessment
B. No. of learners who B. 0
require additional
activities for
remediation
C. Did the remedial C. N/A
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who D. 0
continue to require
remediation
E. Which of my teaching E. The teaching strategies that worked well are the Think Pair and Share
strategies worked well? activity. Sharing individual experiences made the students to understand and
Why did these work? realized that even they have different perception and beliefs in dealing with
their feelings and emotion yet they respect each other’s belief. Through the
activity, it’s easy for me to bring the class in the mood of the topic. They‘re
able to expressed their thoughts and experiences to teach and inspire
others. Students enjoyed the sessions through this strategies.
F. What difficulties did I F. N/A
encounter which my
principal or supervisor
can help me solve?
G. What innovation or G. N/A
localized materials did I
use/discover which I
wish to share with other
teacher?

Prepared by:

Connie T. Erandio
Teacher II

Checked:

MARLOU M. TANGALIN
Master Teacher I

Noted:

RODEL A AUXTERO
Master Teacher II