UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, North Cotabato

April, 2023

A DETAILED LESSON PLAN IN ENGLISH 9

I. LEARNING OBJECTIVES
At the end of the lesson the students should be able to:
a. identify the rhyme scheme of the poem “The Road Not Taken;”
b. display active participation in group activity; and
c. construct a quintain poem and indicate its rhyme scheme.

II.SUBJECT MATTER

A. Topic: Rhyme Scheme

B. Resource(s): poem.org (The Road Not Taken)
C. Materials: visual aids

III. LESSON PROCEDURE

Teachers’ Activity Students’ Activity

A. Preliminaries

1. Greetings
Good morning class! - Good morning, Ma’am!

2. Prayer
May I request everyone to please stand - Amen.
for the prayer.

3. Checking of Attendance
I will not check your attendance because - Okay, Ma’am!
later we will have a quiz and your quiz will
serve as your attendance.

4. Classroom Standards
Class, what will you do if our class is - Keep quiet, listen and
going on? participate

What else? - Raise your hand if you

want to talk.

Then can I expect that from you? - Yes, Ma’am

5. Passing and checking of Assignment

Class do you have an assignment? - None, Ma’am
B. MOTIVATION

The teacher will ask the following

questions: - (Answers may vary)
1. Think back to the time when you
were forced to make an important
decision. What were its
consequences?

2. Were you happy about the

decision or did you regret it later?

3. Do you think the decisions we

make will affect our future?

1. ACTIVITY

Do you know this man in the picture? (The - Yes ma’am, that man in the
teacher will post the picture on the board.) picture is Robert Frost.

Yes you’re right! This man in the picture is no

other than Robert Frost. I have here one of his
marked literary piece. It is a poem entitled: The
Road Not Taken.
- The students will read the
I’m requesting everyone to please read the
poem.
poem.

Reading
THE ROAD NOT TAKEN
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:
 Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.

Thank you everyone for your participation.

Now, let’s divide the class into four groups. - The students will count off
Then all you have to do is to visualize the stanza from 1 to 4 and proceed to
assigned to your group. their respective groups.

Group 1- Stanza 1
Group 2- Stanza 2
Group 3- Stanza 3
Group 4- Stanza 4

Please choose one representative per group to

draw the picture according to your stanza’s
interpretation. We will give 3 minutes to discuss
within your group about your stanza’s
interpretation. Another five minutes for the
illustrator to draw the picture in the board. Then,
we will reveal the correct visualization of the
poem.

The group who got the correct visualization per

stanza will get 10 points.

Any questions? If none you may start your - No, ma’am.

activity.
Reporting:

Group 1, Group 2, Group 3,

Group 4
- The reporter of group one
will start to deliver their
report and will be followed
by group two, group three,
and group four.

2. ANALYSIS

1. How many roads can you see? - (Answers may vary)

2. Will you differentiate one from the - (Answers may vary)
other?
3. If you were to choose between those - (Answers may vary)
two roads, which one will you take,
knowing the fact that you can never
go back once you decide?
4. What makes you decide to take that - (Answers may vary)
road?
5. What road was taken by the persona? - The persona took the less
travelled road.
6. What big realization did the persona - He realizes that taking a
achieve after the journey? risk is not a problem.
Sometimes it is okay to
take risks because you will
 never learn if you only stick
to your comfort zone or
choose the path where
most people take.

7. What are the rhyming words in the - (wood, should, could);

poem? (both, undergrowth); (fair,
wear, there); (claim,
same); (lay, day, may);
(black, back); (sigh, I, by);
(hence, difference)

8. What is the rhyme scheme of the - ABAAB CDCCD EFEEF

poem? GHGGH

9. Who can define what is a rhyme - A rhyme scheme is the

scheme? pattern of rhyme that
comes at the end of each
verse or line in poetry.

Very good! Rhyme scheme is a good

way to know the patterns of rhyme in a
poem. It is also a good way to make the
poem attractive and it is easily to
understand. When the poem has a
rhyme scheme it is not boring to read.

3. ABSTRACTION

Now, let us know more about what is - Students will listen to the
rhyme scheme. But first, let us defined lecture.
what rhyme is.

Rhyme is defined as words that has the

same sounds.

For example:

Car and Bar

House and Mouse

And rhyme scheme is the pattern of

rhyme that comes at the end of each
verse or line in poetry.

Rhyme schemes are described using

letters of the alphabet, such that all the
lines in a poem that rhyme with each
other are assigned a letter, beginning
with "A."

For example, a four-line poem in which

the first line rhymes with the third line,
and the second line rhymes with the
fourth line has the rhyme scheme ABAB,
as in the poem "Roses are red, / Violets
 are blue. / Shakespeare is dead? / I had
no clue."

Any questions? - None, Ma’am.

Okay, very good!

4. APPLICATION

Now, with the same group you will be

going to construct a quintain poem and
identify the rhyme scheme of the poem.
You will be going to write your poem to
the improvised white board. I will give
you 5 minutes to finish your work and
after that all member will recite the poem
in front. Leaders please choose one
member to present the rhyme scheme of
your poem. This will be your rubrics for
your activity.

Is that understood class?

- Yes, Ma’am.
Your timer starts now!!!
Presentation of Activity:
Group 1, Group 2, Group
3, Group 4

- The students will present

their activity output.

IV. EVALUATION

Direction: Identify the rhyme scheme of the following poem.

1.

Nature’s Way (By Heidi Campbell)

Upon a nice mid-spring day,

Let’s take a look at Nature’s way.
Breathe the scent of nice fresh air
Feel the breeze within your hair.
The grass will poke between your toes,
Smell the flowers with your nose.
Clouds form shapes within the skies,
And light will glisten from your eyes
 2.

A Poison Tree (By William Blake)

I was angry with my friend:

I told my wrath, my wrath did end.
I was angry with my foe:
I told it not, my wrath did grow.
And I watered it in fears
Night and morning with my tears;
And I sunned it with smiles,
And with soft deceitful wiles.

3.

The One (By Crystal R. Adame)

The one who brought me down to earth,

And held me every day.
The one who gracefully gave me birth,
And said, I love you in every way.
The one who taught me everything,
Like how to crawl and walk.
The one who taught me how to sing
After learning how to talk.

4.
To A Terrific Dad (By David L. Helm)

To a dad who is terrific,

To a dad who’s real neat.
To a dad who makes the best of things,
Even when they’re not so sweet!
To a dad who’s growing older,
To a dad who’s going gray.
To a dad who just gets smarter,
It would seem from day to day!

5.
Neither Out Far nor in Deep (By Robert Frost)

The people along the sand

All turn and look one way.
They turn their back on the land.
They look at the sea all day.
As long as it takes to pass
A ship keeps raising its hull;
The wetter ground like glass
Reflects a standing gull.
 V. ASSIGNMENT

Instructions: In a ¼ sheet of paper, construct a two stanzas poem with ABAB

rhyme scheme.

Prepared by:

MARIFER A. ASPERA
3BSE-A (English)

JESSAINE JULLIANE SERQUIÑA

3BSE-A (English)

Approved by:

MARLON T. SALVADOR
Course Professor