OUR LADY OF THE PILLAR COLLEGE-SAN MANUEL INC.

San Manuel Isabela

District 3, San Manuel Isabela

Lesson Plan in English 9

I. Objective
At the end of the lesson, the students should be able to;

a. distinguish the features present in poetry an in prose; EN9WC-IIa-10:

b. show collaboration while working in groups; and
c. identify the different parts of prose and poetry.

II. Subject Matter

a. Topic: Prose and Poetry
b. References:
c. Materials: Laptop/PPT,

III. Methods

Teacher’s Activity Student’s Activity

A. Preliminary Activities
1. Greetings
Good morning class. : Good morning, ma’am.

2. Prayer
Please lead us the prayer, Jamaica? : (The student will lead the prayer.)
Our Father who art in heaven...

3. Checking of Attendance

Is there any absent for today’s class? : Nobody is absent ma’am.

Very good!

4. Review
Last meeting, we discussed about One-act play
and its elements. Who can give his/her insights
from our previous discussion?

Yes?
: Ma’am one-act play is a play that has only one act, as
distinct from plays that occur over several acts. One-act plays
may consist of one o more scenes.
 Okay, that’s right. Who can give its elements? : Ma’am like all drama, one-act plays are made up of the
same elements that are necessary for short stories: theme,
plot, character, and dialogue.
Okay very good.

Now let’s proceed to another topic.

B. Motivation

Before discussion, let’s have an activity. I will

group you into two groups and you just have to
answer the crossword puzzle based on the
definitions given.

Across

1. Written or spoken language in its ordinary

form, without metrical structure.
2. The act or process of measuring something.
3. One or two or more words or phrases that end
in the same sounds.

Down

1. The system of words or signs that people use

to express thoughts and feelings to each other.
2. The way that something is built, arranged or
organized.
3. A form of literature that uses aesthetic and
rhythmic qualities of language.

C. Presentation and Discussion

Before we go to the discussion proper, kindly read the

learning objectives, Cecille.

a. distinguish the features present in poetry

an in prose; EN9WC-IIa-10:
b. show collaboration while working in
Thank you very much. groups; and
c. identify the different parts of prose and
These learning objectives will give you clear purpose poetry
on which to focus your learning efforts.

So, our lesson for today is the different features of

poetry and prose.

You already tackled prose and poetry in the previous

discussions, rights? So, this is just a review on what
you have learned.

Let us take a look on the key difference between prose

and poetry.

Kindly read number 1,

Number 2,
1. Prose refers to a form of literature, having ordinary
language and sentence structure. Poetry is that form
of literature, which is aesthetic by nature.

Number 3, 2. The language of prose is quite direct or

straightforward. On the other hand, in poetry, we use
an expressive or creative language,
Number 4, 3. While the prose is pragmatic, poetry is figurative.

4. Prose contains paragraphs, which includes a number

of sentences, that has an implied message or idea. As
against, poetry is written in verses, which are covered
in stanzas. These verses leave a lot of unsaid things,
and its interpretation depends upon the imagination
Number 5, of the reader.

5. The most important thing in prose is the message or

information. In contrast, the poet shares his/her
experience or feelings with the reader, which plays a
crucial role in poetry.

: Yes, Ma’am.
Did you get it?

D. Application
Let us have another activity to see if you really
understand the lesson.
Try This!
Using the following words with the “th” sound
complete the table below.
 throw Math theme
thanks those month
with thing thirst
mother their then
anything something thematic
brother Thursday that
there father
: Words that fall under voiced “TH” are throw, thanks,
The voiced “TH” The unvoiced “TH” anything, math, thing, something, Thursday, theme, month,
thirst, and thematic

: with, mother, brother, there, those, their, father, then and

that.

: None ma’am.

Now who wants to read his/her answers?

Yes Ka Lok?

Very good. Your answers are correct.

How about the words that fall under : To make the /ð/ sound, place your tongue slightly between
unvoiced/voicles “TH”? Kindlt read your answers your teeth. Your tongue and teeth should be touching. Since
Lady? this is a voiced sound you should feel your vocal chords
vibrate when you make the sound.

Okay, that’s correct. Is there any question? : To make the/θ/ sound, place your tongue slightly between
your teeth. Your tongue and teeth should be touching lightly.
E. Generalization When the air flows out of your mouth it should feel gentle.
The /θ/ is the sound you hear in words such as: thanks,
The IPA symbol for the voiced th sound is /ð/. Thursday, birthday and month, tongue.
The IPA symbol for the voiceless th sound is /θ/.
The /ð/ is the sound you hear at the beginning of
frequently used words such as the, this, that,
those. You also hear this sound in the middle of
many common words such as: mother, father,
brother and rather.

How to make the /ð/ sound?

 How about the /θ/ sound?

IV. Evaluation
TASK: SAY THEM IN LINES
Deliver the following lines taken from William Shakespeare‘s Romeo and Juliet. Pay particular attention
to the words with th sounds. Pronounce them correctly.

Servant: When good manners shall lie all in one or two men's hands and they unwashed too, 'tis a foul
thing.
First Servant: Away with the joint-stools, remove the court-cupboard, look to the plate.
Second Capulet: 'Tis more, 'tis more, his son is elder, sir; His son is thirty.
Capulet: Will you tell me that?
Romeo: Beauty too rich for use, for earth too dear!
Tybalt: Come hither, cover'd with an antic face.
Capulet: Go to, go to; You are a saucy boy: is't so, indeed? This trick may chance to scathe you, I know
what:

V. Assignment
Directions: Read the following tongue twisters with voiced and unvoiced “TH”. Present it
one-by-one next meeting before the class. Same delivering rubric will be used.

1. This thin that thatch these themes those thorns the thug they thank.
2. They thankfully think this thing is the best thing that they can throw the three times they
need to throw a thing.
3. Three thousand spears were thrown at the throne.
4. Although Samantha was very thorough with their thesis, they thought she loathed their
thinking and threatened to throw her thesaurus on the path before it thawed.