School Dominador Abang Memorial National Grade Level 9

High School
Teacher Shinnie P. Erecilla Learning Area English
I.
Teaching Date & Time October 09, 2023 Quarter First Quarter
OBJECTIVES
A. Content Standard The learner demonstrates understanding on how Anglo-American literature and other text types serves as a means of
enhancing 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
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/ Living With a Purpose (EN9WC-Ie-9)

Specific Objectives
At the end of the lesson learners should be to:

a. use quotation marks effectively

b. draw similarities and differences of the featured selections in the relation to the theme: and
c. write a script for a poetry reading.
II. SUBJECT MATTER A Psalm of Life

A. References
1. Teacher’s Guide A Journey Through Anglo-American Literature pages 48-59’
Pages
2. Learner’s Material English Arts III. 2000. pp 153, 201, 203.
Pages
B. Materials visual aids, PowerPoint,

C. Values Integrated Tactfulness, Cooperation

III. LEARNING Teacher’s Activity Learners’ Activity
PROCEDURE
A. Preliminary Activities
a. Classroom (The teacher will impose his classroom management)
 Management
b. Prayer Who would like to lead the prayer? (The learner volunteers to lead the prayer)

(The learners pray the “Our Father” prayer)

c. Greetings Good afternoon, class! Good afternoon, Ma’am!

You may now take your seats. Thank you, Ma’am.

(The learners take their seats.)

d. Checking of Class monitor have you checked the attendance? Yes Ma’am!
Attendance
Is there anyone who’s absent today? None Ma’am!

Very good!

B. Review/Motivation Before our lesson let us have first a review first.

So, class, what did we discussed yesterday?
We discussed about the poem A PSALM OF LIFE

Great! Yesterday we discussed the poem A PSALM OF

LIFE. The author of the poem is Henry Wadsworth
Longfellow.
Okay, who is the author of the poem?
He is an American poet and educator.

Very good! So, who is Henry Wadsworth Longfellow? The poem is all about the purpose of life and how one
should handle the sorrow and struggles along the way.

Excellent, so what is the poem all about?

 Impressive! (name of the student)

So, before we continue our lesson let us have first a game

entitled “The Whisper Race”

I will group you into 3 groups and each group will stand in a
line facing the board.

At the back of the line is the ‘reader’, who has been given a
short sentence. The reader must read the passage silently,
he/she will whisper this passage to the team member in front
of them, who will pass it down the line. At the end of the line
is the ‘writer’ of the team, who will write out the paragraph
on their section of the board. The most accurate paragraph
wins!

C. LESSON PROPER

A Psalm of Life
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.

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.

Not enjoyment, and not sorrow,

Is our destined end or way;
But to act, that each to-morrow
Find us farther than to-day.

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.

In the world’s broad field of battle,

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

Trust no Future, howe’er pleasant!

Let the dead Past bury its dead!
Act,— act in the living Present!
Heart within, and God o’erhead!

Lives of great men all remind us

We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time;
 Footprints, that perhaps another,
Sailing o’er life’s solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again.

Let us, then, be up and doing,

With a heart for any fate;
Still achieving, still pursuing,
Learn to labor and to wait.

Okay class, you noticed in the poem that there are so many Yes, ma’am
punctuations used, right?

Very good!

Class, remember that we always used punctuations in poems.

But today we will only focus on using quotation mark.

Take note that even in poems, especially in dramatic or

narrative poem quotation marks (“”) are used to enclose the
exact words of the speaker/persona. Consider these lines
from the poems:

They say, “Time assuages”.

From: Verse 13 by Emily Dickinson

 He met a pilgrim shadow-
“shadow”, said he,

“Where it can be-

This land of El Dorado?”

From: El Dorado by Edgar Allan Poe

In the verse 1 the speaker uses the quotation mark to enclose

her words.

In the verse 2 the speaker also uses the quotation mark to

enclose his words but he also used the dash to create a pause
or emphasize a connection between the words “be” and “This
land of El Dorado”.

We also use single quotation to emphasize specific word or

phrase within a sentence.

For example:
The so-called ‘experts’ couldn’t answer the question.

Questions:

1. where are they (open and close quotation marks)

positioned in the sentences?

Exactly!
Yes
2. What are enclosed in quotation marks?

Very good! (name of student)

 “Time assuages” and “where it can be-
This land of El Dorado”

3. How do the uses of the quotation marks in verse no. 1

differ from verse no. 2?

Great! (name of student) (learners answer may vary)

In verse 1, quotation marks are used for reported
speech, indicating that someone is speaking or
expressing an idea. The phrase "they say" is enclosed
in quotation marks to indicate that it is what someone
else is saying.

In verse 2, quotation marks are used for direct speech

or dialogue. The text within the quotation marks
represents the words of the speaker themselves, not a
reported statement. The dash and quotation marks are
used together to set apart the speaker's words, creating
a sense of directness and emphasis.

4. When do we use a set of single quotation marks (‘’)?

(learners answer may vary)
Single quotation marks can be used to emphasize a
 specific word or phrase within a sentence.
D. APPLICATION Now let us have an activity. Please get ½ sheet of paper.

Direction: recall your most liked or interesting lines (at least

two) from the poems you already explored. Imagine the
persona/poet is talking to

you. Report directly what the persona/poet is saying by

writing these lines using quotation marks.

Example: “I wandered lonely as a cloud”

From: William Wadsworth’s poem
Generalization The teacher will ask the following questions:

1. what is the use of quotation marks? (Learners’ answers may vary)

Great!

2. when do we use a set of single quotation marks?

(Learners’ answers may vary)

That’s excellent! For me to find out whether you understood (The learners will get a ½ sheet of paper.)
our lesson, let’s have an activity.

Class, please get ½ sheet of paper.

IV. EVALUATION
Direction: Recall another poem you already explored that you
found interesting and compare it with A Psalm of Life by
Henry Wadsworth Longfellow. Choose the basic categories
such as: subject, the mood/tone, and viewpoint on general
truth in life. Write your answer in the chart below.

Example:

Poem #1 Poem #2
Title of the poem A Psalm of life The Road Not
Taken
Subject Encourages a Express the idea
positive and of choices in life.
active approach to
life.
The mood/tone Uplifting and Reflective and
optimistic somewhat
regretful.
General truth Promotes taking Highlights the
observed in life action and having significance of
a positive outlook the choices we
in life. make in life and
the potential for
later reflection.

VI. ASSIGNMENT
Class, here is your assignment.

Direction:
  Imagine you are a poet receiving the Medal of Honor
Award for the inspirational poem you shared.
 Write a speech about how grateful you are for the
award.
 Explain why you came up with the masterpiece.
 Deliver the speech
 Use correct phrasing, pausing voice projection, facial
expression, eye contact and gestures.

VI. REMARKS
This will be the end of our lesson today. I am glad that you
actively participate and I hope that you learn something new.

Let’s call it a day, good bye Class!

Thank you and goodbye Ma’am!
VII. REFLECTION No. of learners who got 80% ___________
Mastery level: __________
Instructional Decision: ____________

Prepared by:

SHINNIE P. ERECILLA
Student-Intern
Checked by:
HARDELIE MAMALES, TII
Cooperating Mentor