A Demonstration Lesson Plan in Literature

Grade 10

I. Objectives
Focus Skill: EN10LT-IIIc-2.2.3: Determine tone, mood, technique, and purpose of the author
Support Skill: EN10V-IIIc-13.9: Give expanded definitions of words
Determine the different pronouns in the text
II. Subject Matter
Topic:
Reference:

III. Procedure
A. Daily Classroom Routine
B. Recap of the previous lesson
C. Procedure
Before the lesson
Motivation: The teacher will present these pictures to the students.

Motive Questions:
1. What do you noticed with the set of pictures?
2. What emotions were you able to generate while looking at the pictures?

Vocabulary
1. "our daughters whooped as they plunged into the sea
2. the dismal weather made the late afternoon seem like evening
3. "her coffee cup clattered in the saucer"
4. the breeze failed to set a single leaf atremble
5. the rhythm of the boat lulled her to sleep
6. Then she tells
every one I'm
Dive Rattle Bored
no good, an
ingrate ,
Depressing Shake Ungrateful
everything
that's bad.

About the Author

Charles Pierre Baudelaire (April 9, 1821 0 August 31, 1867) was a French poet
whose most famous work is a book of lyric poetry titled Les Fleurs du mal (The
Flowers of Evil). The book expresses the changing nature of beauty in modern, industrializing
Paris during the 19th century. Baudelaire was troubled, moody, rebellious, and given to religious
mysticism. His life was marked by Bohemian excesses, illness, and despondent and despairing
mood states. He is credited with coining term “modernity” to designate the fleeting, ephemeral
experience of life in an urban metropolis, and art’s responsibility to capture that experience.

TONE, MOOD AND PURPOSE OF THE AUTHOR

Tone

The tone is the author’s attitude toward a subject.

Tones could be positive, neutral, or negative.

Positive: Admiring, complimentary, conciliatory, encouraging, euphoric, excited, expectant,

facetious, fervent, laudatory, modest, nostalgic, placid, reflective, relaxed, respectful, sanguine,
scholarly

Neutral: commanding, direct, impartial, indirect, meditative, objective, questioning, speculative,

unambiguous, unconcerned, understated.

Negative: abhorring, acerbic, antagonistic, anxious, apathetic, apprehensive, belligerent,

bewildered, cold, conceited, depressed, derisive, desperate, detached, diabolic, evasive, fearful,
frightened, frustrated, grave, incredulous, insolent, irreverent, lethargic, melancholy,
mischievous, miserable, and nervous.

Mood

The mood refers to the atmosphere of a piece of writing and to it the emotion that the
atmosphere arouses in a reader. While the tone is the author’s attitude towards a subject, the
mood is what the reader feels while reading the story.

Positive:: amused, awed, bouncy, calm, contemplative, content, nostalgic, optimistic, passionate,
peaceful, refreshed, thankful, thoughtful, vivacious, warm, welcoming.

Negative: aggravated, annoyed, anxious, barren, brooding, cold, embarrassed, enraged,

fatalistic, foreboding, and infuriated.

Purpose

An author’s purpose is simply his or her reason for writing. Common purposes of authors are to
inform, to instruct, to persuade, and to entertain.

Poetry Techniques and Styles

Imagery – Represent objects, actions and ideas in such a way that it appeals to our physical
senses.

Poetry Techniques and Styles

Onomatopoeia – a word that imitates the natural sounds of a thing.

Alliteration – having the same first consonant sound, occur close together in a series.

Assonance – repetition of vowel sounds within syllables with changing consonants.

 Consonance – repetitive sounds produced by consonants within a sentence or phrase. This
repetition often takes place in quick succession.

Hyperbole – involves an exaggeration of ideas for the sake of emphasis

Personification – an idea or an animal is given human attributes

Rhythm – demonstrates the long and short patterns through stressed and unstressed syllables

Rhyme – repetition of similar sounding words, occurring at the end of lines in poems or songs.

Symbolism – is the use of symbols to signify ideas and qualities, by giving them symbolic
meanings that are different from their literal sense.

Simile – makes direct comparison using the words “like” or “as”

Metaphor - implicit, implied, or hidden comparison between two things that are unrelated

During the Lesson

Students will listen to some of their classmates reading of the poem. After listening to it, the
teacher will read it aloud for the last time.

Song of Autumn

I For whom? — Yesterday was summer; here is

Soon we shall plunge into the cold darkness;
Farewell, vivid brightness of our short-lived
summers!
Already I hear the dismal sound of firewood
Falling with a clatter on the courtyard
pavements.
All winter will possess my being: wrath,
Hate, horror, shivering, hard, forced labor,
And, like the sun in his polar Hades,
My heart will be no more than a frozen red
block.
All atremble I listen to each falling log;
The building of a scaffold has no duller sound.
My spirit resembles the tower which crumbles
Under the tireless blows of the battering ram.
It seems to me, lulled by these monotonous
shocks,
That somewhere they're nailing a coffin, in
great haste.
autumn
That mysterious noise sounds like a departure.
II
I love the greenish light of your long eyes,
Sweet beauty, but today all to me is bitter;
Nothing, neither your love, your boudoir, nor
your hearth
Is worth as much as the sunlight on the sea.
Yet, love me, tender heart! be a mother,
Even to an ingrate, even to a scapegrace;
Mistress or sister, be the fleeting sweetness
Of a gorgeous autumn or of a setting sun.
Short task! The tomb awaits; it is avid!
Ah! let me, with my head bowed on your
knees,
Taste the sweet, yellow rays of the end of
autumn,
While I mourn for the white, torrid summer!

After the Lesson

1. What are the scenes or pictures you imagined while reading?

2. What did you feel as you are reading the poem?
3. What do you think is the tone, mood and purpose of the poem?
 4.
IV. Exercises
Controlled
Analyze each statement. Determine whether the statement if its true or false.

1. There are three season that the poet refers to in the poem.
2. Summer is the prevailing season in the poem.
3. The poet sees winter as a happy and cheerful season.
4. The poet sees summer as a happy and cheerful season.
5. The poet is expecting summer to come.
6. Autumn comes after summer
7. The author used negative
8. The poem expresses deep sadness and depression.
9.

Semi-Controlled

1-3 . Tell whether each of the following is a metaphor or simile

a. Soon we shall plunge into the cold darkness

b. My heart will be no more than a frozen red block
c. My spirit resembles the tower which crumbles

4-6. What does each of the following symbolize?

a. Falling log
b. Scaffold
c. Battering ram
7. What is the poet’s attitude towards winter? Towards summer?
8.

Free

Group 1 – Create a song about expressing your feelings

Group 2 – Draw the images that formed in your mind while reading the poem
Group 3 – Prepare a short talkshow with the discussion about expressing one’s self
Group 4 – Prepare a short skit on how to overcome depression/sadness.

Rate the performance of each group based on the following criteria:

Creativity 5%
Overall Impact 5%
Delivery 5%
Clarity of Ideas 5%
Excellent 15-20% Very Good 10-14% Good 5-9% Needs Improvement 0-4%
V. Assignment
Motivation: Was there a time in your life where you find it difficult to express yourself? What did you do
to overcome that situation?
Task: Create a 2 stanza poem about your current emotional state. Make use of the different poetry
styles and techniques.