Detailed Lesson Plan in English

Grade 9
I. OBJECTIVES
Learning
Competencies/ a.
Objectives
II. TOPIC
III. LEARNING
RESOURCES
A. References Anglo-American Literature
Department of Education
Republic of the Philippines

Quarter 3
Lesson 3 – pp. 287- 96

B. Learning Code
C. Instructional Laptop, Visual aids, Internet, Paper cabbage
Materials
IV. Teacher’s Activity Student’s Activity
PROCEDURES
A. Preparatory Activities

A. 1 Prayer
Everybody please stand. Let us bow our
heads and pray. Lord our God, your
wisdom and love you
surround us with the
mysteries of the universe.
Send us your Spirit upon
us and fill them with
your wisdom and
blessings. Grant that we
may devote ourselves to
our studies and draw us
closer to you, the source
of our knowledge. Amen.

A. 2 Greetings
Good morning, class!
Good morning, Ma’am.

How is your day? It’s been good, Ma’am.

A. 3 Checking of Attendance
Before anything else, let me check your
attendance. Say present if your name is called.

A. 4 Setting of Standards
Who can recall the classroom standards I had
given the last time we met?
 CLASSROOM RULES
 Respect one
another
 Don’t answer in
chorus
 Raise your hand
if you want to
speak.
 Participate
actively in every
activity
 Have fun while
learning!

B. Reviewing
previous lesson or Okay class, what is our lesson last meeting?
presenting the new Our lesson last meeting
lesson is all about faulty logic,
unsupported facts and
emotional appeal.
Very good. What is faulty logic?
Faulty logic is an
imperfect reason and it is
another kind of
persuasive technique.
Good answer! How about unsupported fact?
Unsupported fact are
facts which claimed by
an individual or group
that have actually
occurred or happen but
were unable to provide
sufficient evidence to
support their claims.
Very good. and how about emotional appeal
Emotional appeal is
directed to sway an
audience member’s
emotions and uses the
manipulation of
recipient’s emotions
rather than valid logic to
win an argument.
Good answer!

C. Motivation

Before we will start our new lesson, let us have first an

activity. Our game is called “Find and Tap Me”. I
will choose four students in the class, I’m going to put
a paper containing words. All you have to do is to find
those students by tapping them. Those students who
are not able to choose correctly will definitely dared by
their classmates who wins after the discussion of our
lesson.
Are my instructions clear, class?
Yes Ma’am!
 Congratulations group ( ), let us give them a Good Job
clap.

G-O-O-D-J-O-B, good
job (clap) good job (clap)
2x

D. Establishing a Presentation of Learning Objectives

purpose for the
lesson To finally start our new lesson, here are the following
learning competencies that are expected for you to
carry out. Kindly read the objectives class.

E. Presenting Unlocking of Difficulties

examples/instance
s of the new lesson
We will be watching a movie, but before doing so,
let us first acquaint ourselves with these unfamiliar
terms.
Find the meaning of the following words.
Words:
1. feud a. unseen 1. quarrel
2. haughty b. stare 2. proud
3. gaze c. quarrel 3. stare
4. undetected d. banguet 4. unseen
5. feast e. proud 5. banguet

F. Discussing new Now let us all watch the movie entitled “Romeo and
concepts and Juliet”.
practicing new
skills #1
ROMEO AND JULIET
(1968) FULL MOVIE

G. Comprehension Check-up

Discuss the relationships between parents and

children in Romeo and Juliet.
 How do Romeo and Juliet interact with their parents?
Are they rebellious, in the modern sense? Explain.

How do their parents feel about them?

What is Romeo’s fear?

What does the line “some consequence, yet hanging in

the stars” has to do with his feeling of dread? What
does it convey?

The feud between the families seems to be an ever-

present concern for the characters. How do the
characters manifest this feud?

Are you familiar with sensory imagery and literary

devices?

G. Discussing new Sensory imagery – appeals to the senses of sight,

concepts and taste, smell touch, and sound to create a vivid and
practicing new evocative picture in the mind of the reader.
skills #2
6 Types of Sensory Imagery

Visual Imagery – focuses on the physical attributes of

an object, person, or scene. Part of visual imagery are:

 Color
 Size
 Shape
 Lightness or darkness
 Shadows
 Shade or hue

Example:

“So shows a dove trooping with crows,

As yonder lady o’er her fellows shows”

Romeo describes how beautiful Juliet is and how she

stands out from the other woman like a dove in the
middle of a flock of crows.

Gustatory Imagery – focuses on how the food tastes.

As you add gustatory imagery to your writing,
remember that there are five basic tastes:

 Salty
  Sweet
 Sour
 Bitter
 Umami (savory)

Also keep in mind that texture is as much a part of

tasting as the basic tastes. Examples of food textures
include:

 Dry vs. moist

 Crumbly
 Tough vs. tender
 Slimy
 Crunchy
 Thick vs. watery (for liquids)

Example:

“I will withdraw, but this intrusion shall, / Now

seeming sweet, convert to bitt’rest gall”

“Gall” is anything that is extremely bitter, and the

word also has a secondary meaning of “poison”. So as
it turns out, Romeo’s sweet love for Juliet leads to his
death by poison.

Olfactory Imagery – people are sensitive to scents

and smells when they remember experiences. But
while olfactory imagery can be a powerful type of
sensory imagery, it’s also hard to write about. That’s
why many writers use descriptive similes and
metaphors to appeal to reader’s sense of smell. Writers
often compare smell to familiar things such as:

 Perfume
 Dirt
 Grass
 Rain
 Flowers
 Food

And speaking of food, smell and taste are closely

related, which is why gustatory and olfactory imagery
use a lot of the same words.

Example:

“That which we call a rose

By any other name would smell as sweet”

The line implies that his name (and thus his family’s
feud with Juliet’s family) means nothing and they
should be together.

Tactile Imagery – refers to anything you feel through

your sense of touch. Most people have certain textures
that they either love or hate to touch, and this is all part
of tactile imagery. Common tactile sensations include:

 Where you can feel it (hands, feet, head,

stomach, and so on)
 Temperature (hot, cold, or lukewarm)
 Smooth vs. rough
 Soft vs. hard
 Slimy vs. sticky
 Blunt vs. pointed

Example:

“Because their breaths with sweetmeats tainted are.

Sometime she gallops o’er a courtier’s nose,

And then dreams he of smelling out a suit”.

Shakespeare describes the fairy queen as punishing

dreaming lovers by afflicting their lips, contrasting the
pleasant touch of kisses with the pain of blisters.

Kinesthetic Imagery – it represents the illusions and

desires during the night and reality during the day.
This imagery focuses on the full-body movements of
people, animals, and things. Examples of kinesthetic
imagery include:

 Flowing water
 Cars rushing past
 A fast-moving, blurry object
 Something moving too slowly to perceive

Example:

“I have night’s cloak to hide me from their sight,

And but thou love me, let me find me here: My life

were better ended by their hate,

Than death prorogued, wanting of thy love.”

Romeo is telling Juliet that it is far more important to

him, to be with her tonight and die, then live yearning
for her.

Auditory Imagery – engages the reader’s sense of

hearing. One way to do this is to describe the sounds
(or lack of sounds) of a certain place, person, or object
in your story. Examples of this include:

 Sudden noises, such as from a slamming door

or breaking glass
 Pleasant sounds, such as from music or
birdsong.
 Background noise, such as from traffic, people
 talking, or the weather.
 Irritating noises, such as buzzing, tapping, or
squealing
 Lack of noise, such as a peaceful calm or a
creepy silence.

Example:

“It was the nightingale, and not the lark,

That pierced the fearful hollow of thine ear.”

Romeo and Juliet wake after their first and only night
together. They don’t want to say good-bye, so Juliet
tries to say the bird they hear is the nightingale
(meaning it’s still night), not the lark (meaning it’s
morning), but Romeo reminds her that if he stays, he’ll
be killed.

Another way to evoke auditory imagery is to use

interjections to show when someone might suddenly
say something loudly. Writers can use literary devices
or sensory imagery tools:

Literary devices – are common structures used in

writing. These devices can be either literary elements
or literary techniques.

Here are some literary devices from the story Romeo

and Juliet.

Simile – one of the most commonly used literary

devices; referring to the practice of drawing parallels
or comparisons between two unrelated and dissimilar
things, people, beings, places, and concepts. Similes
are marked by the use of the words ‘as’ or ‘such as‘ or
‘like’.

Example:

Is love a tender thing? It is too rough, too rude, too

boisterous, and it pricks like thorn.

In this simile, love is being compared to thorn.

The Nurse is like a tennis ball being hit back and forth
between two lovers.

Shakespeare the writer, uses an extended simile to

compare the Nurse to a ball, vividly showing Juliet’s
impatience.

Foreshadowing – refers to the use of indicative

words/phrases and hints that set the stage for a story to
unfold and give the reader a hint of something that is
going to happen without revealing the story or spoiling
the suspense. Foreshadowing is used to suggest an
upcoming outcome to the story.

Example:

Romeo is worried that he and Benvolio will be

recognized as Montagues and tells Mercutio that he
had a bad dream about the party. (act 1, scene 4)

This is foreshadowing for his doomed romance with

Juliet, whom he is destined to meet at the party.

Friar Laurence reluctant to marry Paris to Juliet,

having already officiated her wedding to Romeo. (act
4, scene 1)

She expresses that she would prefer to die rather than

go through with the marriage, foreshadowing her
eventual fate.

Rhyme scheme – is the practice of rhyming words

place at the end of the lines in prose or poetry. It refers
to the order in which particular words rhyme. If the
alternate words rhyme, it is an “a-b-a-b” rhyme
scheme, which means “a” is the rhyme for the lines 1
and 3 and “b” is the rhyme affected in the lines 2 and
4.

Example:

‘O, she doth teach the torches to burn bright.

It seems she hangs upon the cheek of night’

Romeo compared Juliet to a torch, implying that she

lights up the room with her beauty.

Repetition – is just the simple repetition of a word,

within a sentence of a poetical line, with no particular
placement of the words. This is such a common
literary device that is almost never even noted as a
figure of speech.

Example:

‘If e’er thou wast thyself and these woes thine/Thou

and these woes were all for Roseline.’

Friar Laurence uses repetitive consonant sounds.

Shakespeare repeats both the w’ and ‘th’ sounds.

Come night, come, Romeo, come, thou day in night,

For thou wilt lie upon the wings of night

Repetition of the word “night” as it is often used on the

scene in reference to Romeo in Juliet’s eyes. Meaning
he is her night, a promise of freedom from the pressure
 of family and social rule.

Oxymoron – is a significant literary device as it

allows the author to use contradictory, contrasting
concepts placed together in a manner that actually ends
up making sense in a strange, and slightly complex
manner. An oxymoron is an interesting literary device
because it helps to perceive a deeper level of truth and
explore different layers of semantics while writing.

Example:

“feather of lead”, “bright smoke”, “cold fire”, “sick

health”, “still-waking sleep”, “heavy lightness” and
“serious vanity”

Romeo continues describing his feeling with a series

of consecutive oxymorons.

Metaphors – are one of the most extensively used by

way of another. A figure of speech in which a word of
phrase is applied to an object or action to which it is
not literally applicable.

Example:

My name, dear saint, is hateful to myself because it is

an enemy to thee.

This quote shows how Romeo thinks of himself badly.

He compared his name to an enemy. This is significant
because Romeo thinks his name is bad to him since it
is restricting his relationship to Juliet.

H. Developing To ensure your learning let's have a game. This game

Mastery is called “FIGURE ME OUT”. I will divide you into
three groupsAre my instructions clear?

I. Practical Now, let's have another activity. Our game is called

Application of “FROG WALK”
Concepts I will divide the class into four. I have here six literary
devices pasted on the board and a paper containing
lines of a novel. All you have to do is paste these lines
in its respected But the members of the group must
take turns on answering and walk like a frog until they
reach the board.
Are my instructions clear, class?
 Valuing
1. Does helping people make you feel happy?
Why?

2. Why do you think helping someone is a

responsibility?

3. Do you enjoy helping others? Why is that so?

4. When was the time you help someone?

5. Did you regret helping other people? If yes or

no, why?

J. Making
generalizations
and abstractions
about the lesson

Yes, helping people

brings happiness because
it fulfills a sense of
purpose and connection.

Helping others is a
 responsibility because it
fosters community,
empathy, and societal
well-being.

Yes, because it would

bring me a sense of
fulfillment, satisfaction,
and connection to those I
assist.

The time when I help my

mom with the chores.

No because the act of

helping others is
fulfilling and brings
sense of satisfaction and
purpose.

K. Evaluating Work with a partner. Convert the following verbs to gerund and construct
learning sentences using its varied functions.
1. Run - subject
2. Buy - direct object
3. Sell - object of preposition
4. Ask - appositive
5. Wait - subject-complement
6. Beat - appositive
7. Sit - subject
8. Let - direct object
9. See - subject-complement
10. Cook - object of preposition

V. ASSIGNMENT Share a picture with your partner and talk about it using a gerund. Write it in A4
bondpaper then present it in the class.

Example: I remember taking this picture. It was a weekend in July. My family at

the beach. I remember asking my sister to take the picture quickly because the sun
was in my eyes. It was a beautiful, sunny day.

Prepared by:

RODELYN C. CORDOVA
Student-Intern