Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV – A CALABARZON
Division of Rizal
CARLOS BOTONG V. FRANCISCO MEMORIAL NATIONAL HIGH SCHOOL
Mahabang Parang, Angono, Rizal

LESSON EXEMPLAR IN ENGLISH 9 USING THE IDEA INSTRUCTIONAL PROCESS

ABDUL F. SALAMERO
Name of Teacher Grade Level 9

4th
Date of Teaching MAY , 2020 Quarter
LESSON
EXEMPLAR

I. OBJECTIVES At the end of the lesson, the students shall be able to:
A. Identify the Purpose of Literary Devices;
B. Determine the Literary Devices in The Caged Bird;
and
C. Construct a Poem with Literary Devices.

D. Content Standard The learner demonstrates understanding of how

Anglo-American literature and other text types
serve as means of preserving unchanging values
in a changing world; also, how to use the
features of a full-length play, tense consistency,
modals, active and passive constructions plus
direct and indirect speech to enable him/her
competently performs in a full-length play.

E. Performance Standard The learner competently performs in a full- length

play through applying effective verbal and non-
verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery and
Dramatic Conventions.
 F. Most Essential
Learning of author’s reasoning, and the effectiveness of
Competencies the presentation (EN9RCIVf-2.22)
(MELCs)
G. Enabling Competencies • Relate text content to particular social issues,
concerns, or dispositions in real life (EN9RC-
IVc-2.18)
• Analyze literature as a means of understanding
unchanging values in a
changing world (EN9LT-IVb-17)
• Compose a play or review (EN9WC-IVb-11)
II. CONTENT
Angelou
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide
Pages
b. Learner’s Guide Pages

c. Textbook Pages
d. Additional Materials from • Laptop
Learning • Mobile Device
Resources
B. List of Learning Resources for • Angelou, Maya. I Know Why the Caged Bird
Development and Sings. New York: Random House, 1979
Engagement Activities • Maity, J. K. (2018). Poetic Devices.
Retrieved from
https://englicist.com/questions/poeticdevices-in-
caged-bird
IV. PROCEDURES
A. Introduction
Poetry, the highest form of writing, has an impact on us
since it depicts various aspects of human nature. In fact,
poetry is one of the most ancient arts and also the
product of human imagination. It expresses various
human emotions such as friendship, love, death, and
others.

But before that, we will have an activity.

Task 1

• ask the students to close their eyes for 30

seconds, telling them to imagine the scene
described . After that, the teacher will describe
the author sees in the given poem, without
reading the poem yet. Make the scene clearer in
order for them to make the picture more vivid.

Task 2

• The teacher will make them feel relaxed and

refreshed when the time they open their eyes.
When they already opened their eyes, he will ask
them how they feel as they imagine the scene
and everyone will have their answers orally.
B. Development
The poetry we will be reading today has something to do
with the exercise we did a while ago.

Allow me to introduce the poem entitled The Caged Bird

written by Maya Angelou.

Before we begin, I will give you two (2) questions

which you need to answer later. First is why the poem
is entitled The Caged Bird, the other one is what is the
poem all about?

What the students need to know?

• Was born on April 4, 1928, in St. Louis,

Missouri.
• Maya Angelou was an American author,
actress, screenwriter, dancer, poet and civil
rights activist best known for her 1969
 memoir, I Know Why the Caged Bird Sings,
which made literary history as the first
nonfiction bestseller by an African American
woman.

firsthand racial prejudices and discrimination in

Arkansas.

I Know Why The Caged Bird Sings

by Maya Angelou

A free bird leaps on the back

Of the wind and floats downstream
Till the current ends and dips his wing
In the orange suns rays
And dares to claim the sky.

But a BIRD that stalks down his narrow cage

Can seldom see through his bars of rage
His wings are clipped and his feet are tied
So he opens his throat to sing.

The caged bird sings with a fearful trill

Of things unknown but longed for still
And his tune is heard on the distant hill for
The caged bird sings of freedom.

The free bird thinks of another breeze

And the trade winds soft through
 The sighing trees
And the fat worms waiting on a dawn-bright
Lawn and he names the sky his own.

But a caged BIRD stands on the grave of dreams

His shadow shouts on a nightmare scream His
wings are clipped and his feet are tied
So he opens his throat to sing.

The caged bird sings with

A fearful trill of things unknown
But longed for still and his
Tune is heard on the distant hill
For the caged bird sings of freedom.

Discussion of Narrative

After reading, let us determine the literary devices used

in the poem. But before that what is literary devices?

Literary devices are approaches that enable a writer to

convey a deeper meaning beyond what appears on the
page. Along with storyline and characters, literary
devices enrich a story and encourage thought on life,
society, and what it is to be human.

The author has used a number of literary devices in the

poem The Caged Bird.

- she uses metaphors in the use of two

birds — “free bird” and “caged bird”. The
privileged element of society is represented by
the free bird, while the underprivileged are
represented by the
 caged bird. Maya Angelou was a key figure in
the African American Civil Rights Movement.
As a result, this poem is seen as an
autobiographical depiction of her and her
community's situation. Slavery and segregation
of African Americans are contrasted to the caged
bird's plight, whereas the freedom enjoyed by
White
Americans is referred to as the free bird.
• Alliteration - Alliterations abound in this poem,
and instances can be seen in the repeating of /s/
sound in “seldom see through” and then /w/
sound in “worms waiting” and then again /sh/
sound in “shadows shouts.”
• End Rhyme - used in the second, fourth and sixth
lines of the third stanza — ‘trill’,
‘still’ and ‘hill’.
• Internal Rhyme - is used in the fourth stanza —
and the fat worms waiting on a dawn bright lawn
• Imagery – As imagery pertains to five senses,
this poem is full of different images. “free bird”
and “back of wind” images for sight and
feelings. Similarly, there are some images such
as “orange sun rays” is for sight, and “throat to
sing” is for hearing.
• Personification - The poet personifies the two
birds when she says; ‘dips his wing’, ‘dares to
claim the sky’, ‘name the sky his own’, ‘opens
his throat to sing’, ‘sings of freedom’ etc.
• Symbol - Maya Angelou has used different
symbols to show racial discrimination and social
construction against her community. The caged
bird is a symbol of imprisonment, while his song
is a symbol of freedom.

Task

The students will watch the summary of The Caged Bird.

https://www.youtube.com/watch?v=V4l8AQq1N3E
 Activity

Write your own summary of The Caged Bird based from

what you have watched a while ago.

1. Popularity –
2. Racial Discrimination –
3. Major Themes –

C. Engagement
HOW ABOUT YOU?

With accordance to The Caged Bird, I want you to share

your real-time experiences that have relation to what we
have discussed. You will be given a maximum of 1
minute to connect the narrative in your own life.

D. Assimilation
To test your knowledge about the discussion, I want you
to join on the provided link.

https://quizizz.com/join?gc=420247

V. REFLECTION
The Learners will write in their notebook/journal the
insights about the lesson using the prompts below.

I understand that….

I realized that….