CHRIST THE KING COLLEGE DE MARANDING INC.

Maranding, Lala Lanao del Norte

Detailed Lesson Plan in English 8

I. LEARNING OBJECTIVES
At the end of the lesson, the learners are expected to:
a. Understand multimodal text,
b. Compare and Contrast every multimodal text, and
c. Value the usage of comparing and contrasting multimodal text.
II. SUBJECT MATTER
Topic: Compare and Contrast through Multimodal Text
Reference:
Author:
Materials:
Subject Integration: MAPEH-ARTS, Values Education
Values Integration: Cooperation,
III. PROCEDURE: Inductive Method
Teacher’s Activity Student’s Activity
A. PREPARATION
a. Opening Prayer
“Class, let us start our day with a prayer.”

“Dear Lord, give me faith dear God to

face each hour throughout the day and
not to worry over things I cannot change
in any way. We ask this through the
intercession of the Blessed Virgin Mary.
Amen”
“Good Morning Class, Paise be Jesus
and Mary!

“Now and Forever, Amen”

b. Checking of Attendance
“Okay, let me check the attendance. Are
you all present?” “Yes, Ma’am!”

c. Imposing of Rules

“Before we formally start our lesson for

today, I will impose my rules during our
discussion. First, avoid talking with your
seatmates during our discussion. Next, if
you want to answer, please raise your
right hand. Understood?”

d.Review

“Who can still remember our previous

topic?” “Yes, Ma’am!”

(Student raised her hand)

“Yes, Stiffany?” “Ma’am, Last meeting our discussion was

all about Modal Text

“Very good, Stiffany! Last meeting, we

talked about Sonnet”

“Who can still recall, on what is Sonnet all

about?”
(Student raised her hand)

“Yes Lyca Mae?” “Ma’am, a sonnet is a fourteen-line poetry

written in iambic pentameter with one of
several rhyme schemes and a well-
defined thematic grouping.”

“Very good Lyca Mae!”

“Class, do you have any questions

regarding our previous topic?”
 “None so far, Ma’am”

e. Motivation

“So, before we proceed to our new

lesson,
Let us have an activity first.”

“The title of our activity is called “What’s

in the box?”, it is a twist on the classic
sensory game”.
Directions: I will ask five volunteers to
stick their hand into the box to see if you
can determine what I’ve placed inside.
“And after this activity, I will ask you some
questions, are you all ready?”
“Yes Ma’am!”
Questions:
1. How did you visualize the object in
your mind?
2. Is it easy to visualize things by (Students will volunteer)
mere touching? Why?
3. What is the importance of
eyesight? Possible answer:
Student answers the #1: I visualize, the
object that placed on the box based on
how I feel when I touched it.

Student answers the #2: Yes Ma’am, for

me I can easily identify things with the
help of touching because I can easily
figure out on what it is, what it’s like, or
what’s in the box.

Student answered the #3: Ma’am our

eyesight is very important because
through our eyes we can easily figure out
things and will keep us away from
danger.

“Yes Ma’am!”
“Very well said class, based on our
activity, I hope you reflect on how
important our eyesight is, now in relation
to our activity our new lesson for today is
titled Sonnet 19: On His Blindness by
John Milton.”
f. Statement of the aim
Before we are going to proceed to our
discussion let us have first our learning
objectives, may I ask everyone to read.” (Students will read the objectives)
Objectives:
At the end of the lesson the students will
be able to:
1. Explain the meaning of the poem,
2. Interpret every lines of Sonnet 19: On
his Blindness, and
3. Value the essence of the poem.

B. Discussion
“Now, before we read and dive in into the
sonnet that I would like to discuss for you
today. Let me share with you first the
author. This is John Milton”
“No, Ma’am”
“Do you know John Milton?”
“Yes, Warren?”

“Okay! Since you don’t know him, this is

John Milton. He was born on December

9, 1608 and died on November 8, 1674.”

“Okay everyone please read the bulleted
words”
  He was an English poet and
intellectual who served as a civil (Students will read)
servant for the commonwealth of
England under its Council of State.
 He represents the religious
consciousness of the Puritans of
England
 He became blind, but his blindness
did not make him give up his
composition.

a. Unlocking of difficulties

“Today we will discuss the poem, Sonnet

19: On His Blindness by John Milton, let’s
unlock those unfamiliar words that can be
found in the poem with this activity called
“Express your mind!”

Directions: Arrange the jumbled words.

“Your seatmate will be your partner to

answer the activity, I will give you five
minutes to answer it, am I understood?”

“Yes Ma’am!”
Ihltg
Eer
Diwe
Gddole
Oerm etnb
Hedci
Odth
Texac
 Adlurbyao
Yoke
Opts roe
tsle

“Okay, times up! Now that you’ve finished

arranging the words with your partner 1. IHLTG
let’s place the words next to the difficult LIGHT
words.” 2. EER
ERE
3. DIWE
WIDE
4. GDDOLE
LODGED
5. OERM ETNB
MORE
BENT
6. HEDCI
CHIDE
7. ODTH
DOTH
8. TEXAC
EXACT
9. ADLURBYAO
DAY-
LABOUR
10. YKOE
YOKE
11. OPTS ROE
POST O’ER

12. TSLE
Lest

“Okay, very good everyone, all of your (Students clapped their hands)
answers are correct! Clap your hands
everybody!”

“Class, these words can be found in the

poem, I want you to write these words so
that later on you will understand what “Yes Ma’am Jan”
 those words mean in the poem. Am I
understood? (Students listen attentively)

B. Reading of the Poem:

a. Asking of motive questions
“So now that you’ve already know the
difficult words that can be found on the
poem, we are ready to read it. I will be the
one to read it first. I want you to listen
carefully, as I read the poem, because I
will raise some questions after that.”
“Kindly read all the motive question class”
Motive Questions:

❖ What is the title of the poem? (Students read the motive questions)
❖ Who is the author of the poem?

❖ What does the light refer to in the first

line of the poem?

❖ What does Milton mean by his “one

talent”?

❖ What does he mean by “my true

account”?

❖ According to the poem, who serves

God best?
“Now, I will present the poem itself. This
is the sonnet 19: On His Blindness by “Yes Ma’am!”
John Milton”
“Are you all excited?”

“On His Blindness”

by John Milton
 When I consider how my light is spent
Ere half my days in this dark world and
wide,
And that one talent which is death to hide
Lodg'd with me useless, though my soul
more bent
To serve therewith my Maker, and
present
My true account, lest he returning chide,
"Doth God exact day-labour, light
denied?"
I fondly ask. But Patience, to prevent
That murmur, soon replies: "God doth not
need
Either man's work or his own gifts: who
best
Bear his mild yoke, they serve him best.
His state
Is kingly; thousands at his bidding speed
And post o'er land and ocean without
rest:
They also serve who only stand and
wait." “On His Blindness”

“Now let’s all read this all together” by John Milton

When I consider how my light is spent

Ere half my days in this dark world and
wide,
And that one talent which is death to hide
Lodg'd with me useless, though my soul
more bent
To serve therewith my Maker, and
present
My true account, lest he returning chide,
 "Doth God exact day-labour, light
denied?"
I fondly ask. But Patience, to prevent
That murmur, soon replies: "God doth not
need
Either man's work or his own gifts: who
best
Bear his mild yoke, they serve him best.
His state
Is kingly; thousands at his bidding speed
And post o'er land and ocean without
rest:
They also serve who only stand and
wait."

“Very good class!”

C. Discussion
Answering the motive questions:
“Okay! What is the title of the poem, “Ma’am, the poem is entitled On His
again? Yes Reniel? Blindness”
“Very good!” “Ma’am, the author of the poem is John
Milton”
“Who is the author of the poem? Yes
Gretchen?”

“That’s right! Now, based on your own

understanding, what does light refer to in
the first line?” Yes, Justin?” “Ma’am, I think light is refer to his sight,
when he is not yet blind”

“Very good, the light is metaphor explains

 the speaker's eyesight, as can be read
throughout the poem as an appreciation
for sight.”
“Now class, what does John Milton mean
by his one talent?”
“I think ma’am that one talent is that he
“Yes, Cristine Joy?” meant for the knowledge in writing that he
has.”

“Yes, Cristine, exactly, as you’ve read

earlier John Milton was a great poet, and
thus being a poet became his bread and
butter, also that talent of poetic
composition leads him to fame.”

“Lastly, before we inspect line by line,

according to the poem, who serves God
“Ma’am, I think those who serve with all
best?” their hearts.”
“Yes, Reslyn?”

“You have a point, also according to

Milton, those who patiently obey his
gentle commands are serving God best.”

Subject Integration:
“Just like in the story, The healing of the (Students listen attentively)
two blind men and one mute man
(MATTHEW 9:27-30),
“It is very evident in today’s happenings “Yes Ma’am, some people are like that”
that weather that person is not blind,
sometimes he/she might not see God’s
goodness, or not avoiding what is wrong
even though that person can actually feel
and see. Do you agree with this?”
“In your case, is physical impairment a “No Ma’am”
hindrance to continue whatever we have “What matters most is the willingness,
started in pursuit for fulfillment?” this would serve as a driving force to fulfill
our desires and dreams, regardless of the
physical impairment of a person”

“Very good class!”

D. Presentation of the Poem:
a. Line by line Analysis “Yes, Ma’am we are ready!”

“As what I observed, you almost know the

poem. Now to fully understand it let's
analyze every line. Are you ready class?” (Students reads)
When I consider how my light is spent
“Kindly read the 1st and 2nd line Ere half my days in this dark world
everybody?” and wide,

“Okay can someone share their own

understanding with this first two lines?”

“Ma’am for me the first two lines means

“Yes Sharon?” when he remembers all the things that
happened to him when he's not blind”

“Yes, the speaker thinks about how all of

his light has been used up or spent
before even half his life is over. As a man
without light, he now lives in a world that
is both dark and wide.”
“I will read the 3rd and 6th line”
And that one talent which is death to
 hide Lodg'd with me useless, though
my soul more bent
To serve therewith my Maker, and
present
My true account, lest he returning
chide”
“In these lines who can share their own
understanding?”

“Yes Claire”
“Ma’am in my own understanding I think it
means about the talent that he has and
yet is about to vanish because of his
disability.”

“Correct Claire, in these lines, Milton says

that God has given him talent of poetic
composition, and if he cannot produce
something worthwhile using that talent,
he deserves to die. Okay so, everyone
kindly read the 7th to 11th line.”
"Doth God exact day-labour, light
denied?" I fondly ask. But Patience, to
prevent That murmur, soon replies:
"God doth not need
Either man’s work or his own gifts:
who best
Bear his mild yoke, they serve him
best. His state”
“Very good! Now, based on your own
understanding, what does 7th to 11th lines
all about?”
“Yes Charles”
“Ma’am, in my own understanding it's all
about the talent that made no use, and
also about his blindness that made him
useless as well.”

“Correct, Charles! The speaker just told

us that his talent is as useless as money,
but now he says that his uselessness has
nothing to do with lack of will. If the
speaker turns out to have wasted his
profits(talent) he worries that God will
scold him.”
“He believes that God could get cast into
a darkness even more fearful than the
one created by darkness.” Scary right?
You can actually tell the John Milton
really believes God favor of things, now
let’s moved on to the last lines of the
poem kindly read everybody”

“Very Scary Ma’am!”

Is kingly, thousands at his bidding

speed
And post o'er land and ocean without
rest:
They also serve who only stand and
wait.

“Okay, very good, so can someone tell

me what you have understood with those “Ma’am, as I understood on the last lines,
lines? Yes, Rose?” this means that the speaker accepts
things as they come, especially suffering
and misfortune.”

“Very good Rose! He believes that even

though he is blind still he needs to face it
and deal with it, as the poem ends with a
vindication of the speaker's passivity,
which has been forced on him by his
blindness. Truly, blindness is not a
hindrance for him to pursue his passion in
life. Okay, so after analyzing those lines
from the poem, let’s have an activity. Are
you ready students?”
“Yes Ma’am, we are ready!”

ACTIVITY:
GROUP ACTIVITY: ROLE PLAY
DIRECTIONS: Make your own short story
that shows the impact of having a
physical impairment in today’s generation
and how those disabilities affected on
one’s self.
“You can create a storyline based on the
genre that is assigned to you. Your group
should consist with six members. I will (Students will do the activity)
give you 3 minutes to compose a story
line, and each presenter will have 2
minutes to perform their play.”
“These are the genres:
1. Drama
2. Comedy
3. Horror
4. Romance
5. Fantasy
Take note: You need to write it in short
bond paper and pass it to me after you
present.
“Class I will present the criteria on your
activity, so that you will know on how to
do the role play successfully, alright?”
(Presentation by group)
(After the activity)
“Great job everyone! Let clap our hands (Students clapped their hands)
for a job well done, I hope you gain some
important values in every performance. I
hope you enjoyed our activity”
“Yes Ma’am, we enjoy the activity”

C.GENERALIZATION

“Again class, what is the title of the poem

that we learn for today’s class?” “Students: On His Blindness”

“Very Good! And who is the author of this “John Milton”

poem?
 “Can someone tell me what the poem is
all about again?” “It's all about the disability that John
Milton have, that made him question
God’s works.”

“Very Good Class”

“I hope you bear in mind that whatever
God has made up or done in our lives, we
just have to trust in him and never
question his decisions. I hope you all,
thank God and ponder John Milton’s
poem, and make you realize that
whatever disability or failures that we (Students agrees)
encounter in our lives we just have to
trust our faith in God.”

“Are there any questions or clarifications

“None so far Ma’am”
regarding the poem?”
IV.EVALUATION

“Now let’s proceed to your written

outputs.”

Direction: Write your answers in 1 whole

sheet of paper.

Questions:

1. What is the chief idea expressed in

the poem?
2. In what different ways can we serve
God?
3. Is being handicapped a blessing or a
curse? Explain.

V. Assignment:
Direction:
Compose a thank you letter to God/Allah
for his unwavering assistance or grace
during the trials and difficulties you
experienced. Make it wholeheartedly.
 You can base your writings on the guide
questions.

Guide questions:

1. What does God/Allah do in my life

during those difficult moments in my
life?
2. What are the things that I am
thankful for?
3. How can I repay my doubts towards
God/Allah?

Pass it tomorrow and put it on an

envelope.
 RUBRICS FOR ROLE PLAY

GROUP NUMBER:
Group members:

CRITERIA RATING POINTS

Speech was clear with 15%

appropriate volume and
inflection.

Role was played in a 15%

convincing consistent
manner.

Role-play was well 20%

prepared and organized

Role-play captured and 25%

maintained audience
interest.
Arguments and viewpoints 25%
expressed fit role played.

TOTAL POINTS: 100%