Lesson Plan Quarter 2.0

Republic of the Philippines
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.”
“You may now sit down” (Students seated properly)
D. Checking of Attendance
“Stephanie, kindly check the (The class secretary will check the
attendance.” attendance)
R. Fabros Street, P3-Divisoria, Santiago City 1

Contact No: (078) 305-9270
Email Add: divisoriahighschool@gmail.com
Santiago City
Sir! Everyone is present.
E. Classroom Reminders and

Announcements
“Before our discussion, I want to remind
everyone about our classroom and safety
rules.”
CMITE Rule Safety Rules
 C- Class Driven  Observe Cleanliness
 M – Malasakit  Always sanitize hands
 I – Integrity  Always ask permission
 T - teamwork to leave the classroom
 E – enthusiasm  Gadgets are prohibited
unless permitted.
“Thank you, class.”
A. Reviewing the F. Motivation

previous lesson or “Before we proceed to our lesson, Let’s
presenting the new have first an activity. For you to know what
lesson lesson we will be discussing.”
Activity 1: Guess’n Fill

Direction:
a. Complete the sentence based on
the provided clues and their
corresponding numbers.
b. The objective is to guess the
missing words in the sentence by
matching them to their respective
clues. The clues will guide you in
filling in the blanks to create a
coherent and meaningful sentence.

Contact No: (078) 305-9270
Santiago City
1. An Article
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
5. Obviously, not happy; Yes!

He's angry
8 6 7
6. Not A Sun, Not a Planet

Answer/s:
8 4 4 5
7. Conscious State of emotion
8 4 4 7
8. Not South, the Opposite 1. The

2. Hen
5 4 11 1 2 3. Dot
4. Fur
9. Not 9, Not even 8
5. Mad
6. Moon
1 3 5
7. Mood
10. Pair of bone arise from the 8. North
head of some mammals. 9. Ten
10. Horn
2 4 11 5
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
purpose for the you to read the learning objectives.”

Contact No: (078) 305-9270
Santiago City
lesson 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.
“Thank you, class”
C. Presenting “Study the passage below and give your
examples/instances claims afterward.”
of the new lesson
Author: Charlotte Brontë
Book: "Jane Eyre"
"I am no bird, and no net ensnares

me: I am a free human being with an
independent will."
To establish the character's

independence and resilience.
Tone: Empowering
Mood: Determined
“What have you felt in Charlotte

Bronte’s line?” “Sir, We have felt that Charlotte
Bronte’s line is;
1. Empowered
2. Confident
3. Enabled
4. Equipped
5. Strengthen”
“The excerpt shows empowerment that
conveys strong self-confidence and
liberation. Focusing on the claim for
freedom and independence within their
own will and own choices.”

Contact No: (078) 305-9270
Santiago City
“What does it convey, how does it

stand on her point?” “Sir, it stand for being;
1. Determined
2. Decisive
3. Purposeful
4. Firm
5. Diligent”
“The passage conveys strong
determination as the speaker's words
express unwavering resolve to break free
from constraints. Its determination exudes
strength and purpose, inspiring and
motivating the reader.”
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.
Definition of Tone and Mood;
Tone
Author’s attitude towards the audience, the
subject, or the character.
Shown through;
Dialogue Communication/Talking
Description Author’s diction [word choice]
Words that describe tone;

Contact No: (078) 305-9270
Santiago City
Amused Informal Playful
Ironic Pompous Cheerful
Sad Critical Matter-of-
Fact
Clear Mocking Sincere
Resigned Suspicious Gloomy Example:
Angry Humorous Pessimistic Literary Piece:
Light Formal Witty Author: Jane Austen
Serious Optimistic Book: Pride and Prejudice
"It is a truth universally
acknowledged, that a single man
in possession of a good fortune,
“This is a line from ‘Pride and Prejudice’ by must be in want of a wife."
Jane Austen – it is widely accepted that a
wealthy man is inevitably in search of a TONE: Witty, Humorous, Clever,
wife, it sets the tone of the novel’s Smart, Practical
exploration of societal expectations and
the pursuit of love and marriage in the
early 19th century in England”
Activity 2: Lots of Tone!

Direction:
Identify the TONE of the following
passages of literary authors, and
answer within 5 minutes;
TIMER 5:00 Minutes
1. The ancient tome whispered
secrets of forgotten worlds to
those who dared to open its
pages.
Tone: __________________
2. With a heavy heart, she watched
the sun dip below the horizon,
knowing it marked the end of
their journey.
Tone: __________________
3. The battlefield was a symphony
of chaos, as swords clashed and
arrows rained down.
Tone: __________________
Possible Answer/s:
“Let’s continue our discussion, we have 1. Enigmatic/Mysterious

Contact No: (078) 305-9270
Santiago City
learned how to identify the TONE in each 2. Melancholic/Extreme
literary passage/piece, Now let us discuss Sadness
MOOD;” 3. Chaotic/ Disruption
Mood
the emotional atmosphere or feeling
created by the text impacts the reader's
emotional response.
Shown through:
Setting - Time and Place
Atmosphere - How the writer constructs
their piece to convey feelings, emotions,
and mood to the reader.
Words that describe Mood;

Light- Playful Tender
Hearted
Hopeful Peaceful Idyllic
Inclusive Welcoming Liberating
Gloomy Violent Pessimistic
Confining Haunting Sespenseful
Warm Threatening Terrifying
Joyous Cold Lonely
Tense Foreboding
Example:
Literary Piece:
Author: Jane Austen
Book: Pride and Prejudice
"It is a truth universally

acknowledged, that a single man
in possession of a good fortune,
must be in want of a wife."
MOOD: Satirical,
Activity 3: Mood Swing

Direction: Identify the MOOD of the
following passages of literary
authors, and answer within 5
minutes.
TIMER 5:00 Minutes

Contact No: (078) 305-9270
Santiago City
1. The ancient tome whispered
secrets of forgotten worlds to
those who dared to open its
pages.
Tone: Enigmatic/Mysterious
Mood: ________________
2. With a heavy heart, she
watched the sun dip below
the horizon, knowing it
marked the end of their
journey.
Tone:Melancholic/Extreme
Sadness
Mood: __________________
Questions: 3. The battlefield was a
1. Why do authors need to consider symphony of chaos, as
TONE in their pieces? swords clashed and arrows
rained down.
2. How is it significant in creating a Tone: Chaotic/ Disruption
piece of literature? Mood: __________________
3. Why do authors need to consider Possible Answer/s:

MOOD in their pieces? 1. Intriguing/Interesting
2. Sorrowful
3. Intense
4. How is it significant in creating a “Sir, Tone significantly impacts the

piece of literature? message received by the audience.”
“It creates readers connection to the

literary piece.”
“Sir, it must be considered because

it greatly influences the emotional
impact and reader engagement with
the text, also, it enhances the overall
reading experience.”
“It plays a crucial role in shaping the

reader’s interest.”
E. Developing “We have learned how to identify the
Mastery (Leads to TONE and MOOD in each literary
Formative passage/piece, Now, let’s have an activity.
Assessment)

Contact No: (078) 305-9270
Santiago City
Activity 4: Fast Track!
Direction:
a. Read and Study the excerpt below,
identify and underline the TONE,
and encircle the MOOD. And;
b. Answer the corresponding
questions afterwards.
“He approached the task with sheer
determination. He had studied his
plans carefully, spent hours
preparing, and was sure of his
approach. The hours he spent
practicing were grueling and
exhausting but he was ready. This
was the year he would win the pie-
eating contest at school.”
Answer/s:
He approached the task with sheer
determination. He had studied his
plans carefully, spent hours
preparing, and was sure of his
approach. The hours he spent
practicing were grueling and
exhausting but he was ready. This
was the year he would win the pie-
Questions: eating contest at school.
“What is the author’s TONE in the “The Tone is Playful or Humorous”
passage?”
“According to the author’s setting, what “It has the anticipation or
is the MOOD?” excitement, because of his/her
determination to attend the contest.”
F. Finding practical ACTIVITY 4: WATCH OUT!
applications of Direction:
concepts and skills a. The teacher will present a video
in daily living presentation and you will identify
the author’s tone and mood.
Explain your point.
b. You have 5 minutes to finish for
each video to construct your
claims.
TIMER 5:00 Minutes
NOTE:
TONE is determined by DESCRIPTION or DIALOGUE
MOOD is determined by SETTING or ATMOSPHERE

Contact No: (078) 305-9270
Santiago City
(Present Video Clips)
G. Generalizing and “Now, for us to further understand the

abstractions about Author’s tone and mood. We will sum up
the lesson all our discussion.”
Question:
1. What is TONE? “Sir, the tone is the author's attitude
towards a subject.”
2. What is MOOD? and;

“It is the atmosphere of a piece of
writing.”
3. What are their likeness?
“They both deal with emotions, well

4. Why is important to have these two in fact they are both different in
elements in a literary piece? approaches.”
Explain?
“Tone and mood are significant in

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.”
“With that in mind, let us study this poem
inspired by the #BlackLivesMatter
campaign.
ACTIVITY 7: #BlackLivesMatter
Direction:
a. Read the Poem Passage from Siya
Mulge’s “The Color of My Soul”
b. After which, answer the questions
below.

Contact No: (078) 305-9270
Santiago City
c. You have 10 minutes to finish the
activity
TIMER 10:00 Minutes
Questions: “The TONE of the poem is

1. What is the TONE, and; Reflective.”
2. MOOD of the poem? Elaborate “The MOOD of the poem is Blue

your answer. (Sadness).”
“… Because the speaker is looking
back on their past and remembering
the teachings and beliefs they were
exposed to in their youth. The use of
words like "remember," "being
taught," and phrases like "I shall
now begin to fight" indicate a
thoughtful and introspective tone.
(tone)
Recalls the contrasting beliefs about
darkness and light, which leads to a
sense of inner conflict and
melancholy. However, the
determination to "begin to fight" and
the assertion that their dark skin is
"brighter than your soul" bring an
element of defiance and strength,
adding complexity to the mood.
(mood)
“Exactly, the poem commemorates the
bravery of all the Black Americans that
were discriminated in their own land.”
H. Evaluating “To measure the extent of your
Learning understanding of our lesson, I will group
the class into four (8) groups.”

Contact No: (078) 305-9270
Santiago City
ACTIVITY 8: BE A GLOCAL ADVOCATE

Directions:
a. Create a slogan video that
showcases the support for the
#Blacklivesmatter advocacy of the
world.
Show an example of Slogan Video
Script
What to Prepare: 50% Videos 50%
Brevity
1. Slogan 20% Mastery 20%
Relevance 20% Execution 20%
2. Video
Neatness 10% Creativity 10%
Terms and Condition/s
-Videos must only be 30 seconds (Min) and
1 minute (Max) extensions is equivalent to
1 point deduction (e.g. 1:01)
-Slogan must be unique and not plagiarized
and must be 1
-Tone and mood must be underlined and
must be indicated in the script.
-To whom student who cannot participate
will demonstrate tone and mood with same
slogan video advocacy.
Criteria
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

Contact No: (078) 305-9270
Santiago City
teachers?
Prepared: Checked:
JAY MARK PASCUAL TAPAR MANILYN S. SARIO

Practice Teacher Teacher I

Contact No: (078) 305-9270

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Republic of the Philippines

“You may now sit down” (Students seated properly)

R. Fabros Street, P3-Divisoria, Santiago City 1

E. Classroom Reminders and

“Thank you, class.”

A. Reviewing the F. Motivation

Activity 1: Guess’n Fill

R. Fabros Street, P3-Divisoria, Santiago City 2

5. Obviously, not happy; Yes!

6. Not A Sun, Not a Planet

7. Conscious State of emotion

8. Not South, the Opposite 1. The

R. Fabros Street, P3-Divisoria, Santiago City 3

"I am no bird, and no net ensnares

To establish the character's

“What have you felt in Charlotte

R. Fabros Street, P3-Divisoria, Santiago City 4

“What does it convey, how does it

Definition of Tone and Mood;

Words that describe tone;

R. Fabros Street, P3-Divisoria, Santiago City 5

Activity 2: Lots of Tone!

R. Fabros Street, P3-Divisoria, Santiago City 6

Words that describe Mood;

"It is a truth universally

Activity 3: Mood Swing

R. Fabros Street, P3-Divisoria, Santiago City 7

3. Why do authors need to consider Possible Answer/s:

4. How is it significant in creating a “Sir, Tone significantly impacts the

“It creates readers connection to the

“Sir, it must be considered because

“It plays a crucial role in shaping the

R. Fabros Street, P3-Divisoria, Santiago City 8

R. Fabros Street, P3-Divisoria, Santiago City 9

G. Generalizing and “Now, for us to further understand the

2. What is MOOD? and;

“They both deal with emotions, well

“Tone and mood are significant in

R. Fabros Street, P3-Divisoria, Santiago City 10

Questions: “The TONE of the poem is

2. MOOD of the poem? Elaborate “The MOOD of the poem is Blue

R. Fabros Street, P3-Divisoria, Santiago City 11

ACTIVITY 8: BE A GLOCAL ADVOCATE

R. Fabros Street, P3-Divisoria, Santiago City 12

JAY MARK PASCUAL TAPAR MANILYN S. SARIO

R. Fabros Street, P3-Divisoria, Santiago City 13

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