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Lesson Plan Quarter 2.0
Lesson Plan Quarter 2.0
Department of Education
Region II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
DIVISORIA HIGH SCHOOL
Santiago City
Subject
Jay Mark Pascual Tapar Week: 2 Date:
Teacher:
Quarter: II Grade Level: 9 Learning Area: ENGLISH
Performance Standard: The learner demonstrates communicative competence through his/ her
understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of
other countries.
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.
Most Essential Learning Competency with Code Analyse literature as a means of understanding
unchanging values in the VUCA ( Volatile, uncertain, complex, and ambiguous) world.
Content/Topic: Analysing literature through understanding tone, mood, technique, author’s purpose,
rhetoric, and literary devices used.
Learning Objectives:
a. Identify specific techniques commonly used by authors to create mood in literature
b. Differentiate between the tone and mood in a literary work and their respective effects on the reader.
c. Analyze a poem to identify the author's tone and mood.
d. Create a creative work, such as an slogan video that conveys the tone and mood of the author.
References:
MOOD AND TONE IN LITERATURE [PDF]
https://www.cbsd.org/cms/lib010/PA01916442/Centricity/Domain/1793/mood-and-tone.pdf
Other Reference:
Procedure: Teacher’s Activity Students’ Activity
Preliminaries Preliminaries (DONE DAILY)
A. Opening Prayer
“Marwin, Please lead the prayer.” (Marwin prayed in front of the class)
B. Greetings!
“Good morning. Class!” Good Morning Sir!
C. Classroom Conditioning
“Okay Class, before you take a seat
kindly pick up the trash under your
chairs and arrange your chair (Students comply)
property.”
D. Checking of Attendance
“Stephanie, kindly check the (The class secretary will check the
attendance.” attendance)
Answer/s:
1. The
2. Hen
3. Dot
4. Fur
5. Mad
6. Moon
7. Mood
8. North
9. Ten
10. Horn
1 2 3
2. I’m a chicken, I can lay an
egg
2 3 5
3. Looks like a Full Stop
7 4 1
4. Typically a smooth cat hair
9 10 11
8 6 7
8 4 4 5
8 4 4 7
5 4 11 1 2
1 3 5
2 4 11 5 12
Questions:
1. What are your insights about the
phrase that you just completed?
2. How important do Tone and
Mood in the Author’s literary
piece?
B. Establishing a “Now, as we go through this lesson, I want
Tone: Determined
Mood: Empowering
Questions:
1. Upon reading the passage, Did
you feel it the way the author
delivered the piece? Explain your
claim.
D. Discussing new “Ok Class, today we will be analyzing
concepts and different literary works based on their tone
practicing new skills and mood.”
#1
Tone and Mood
Literary elements are integrated into
literary works but can also be included in
any piece of writing.
Tone
Author’s attitude towards the audience, the
subject, or the character.
Shown through;
Dialogue Communication/Talking
Description Author’s diction [word choice]
Shown through:
Setting - Time and Place
Atmosphere - How the writer constructs
their piece to convey feelings, emotions,
and mood to the reader.
Example:
Literary Piece:
Author: Jane Austen
Book: Pride and Prejudice
MOOD: Satirical,
NOTE:
TONE is determined by DESCRIPTION or DIALOGUE
MOOD is determined by SETTING or ATMOSPHERE
(Present Video Clips)
Question:
1. What is TONE? “Sir, the tone is the author's attitude
towards a subject.”
3. What are their likeness? “They both deal with emotions, well
in fact they are both different in
approaches.”
4. Why is important to have these
two elements in a literary piece? “Tone and mood are significant in
Explain? creating a literary piece because
they shape the emotional and
atmospheric elements of the text,
influencing how readers interpret
and connect with the content. Both
elements are crucial for effectively
conveying themes, characters, and
the overall message of the piece.”
H. Evaluating “To measure the extent of your
Learning understanding of our lesson, I will group
the class into four (8) groups.”
REFLECTION:
A. No. of learners who earned Jasmine (27) Sampaguita (**) Champaca (**) Total: ***
80% in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teachers?
Prepared: Checked: