School San Matias National High School Grade Level Ten (10)

Teacher May F. Gamboa Learning Area English

First Quarter (Fifth
Teaching Date July , 2019 Quarter
Week)

I. OBJECTIVES
The learner demonstrates understanding of how world literature and
other text types serve as ways of expressing and resolving conflict also
A. Content Standards how to use strategies in linking textual information, repairing, enhancing
communication public speaking, emphasis markers in persuasive texts,
different forms of modals , reflexive and intensive pronouns.
B. Performance The learner composes a short but powerful persuasive text using variety
Standards of persuasive techniques and devices.
A. Enumerate the literary devices used. ( EN10LT-IIc-2.2.1)
C. Learning B. Explain how the elements specific to a genre contribute
Competencies/
to the theme of a particular literary selection ( EN10LT-
Objectives
Write the LC code for IIc-2.2)
each C. Perform differentiated activities.

II. CONTENT “Laura” /Elements of Poetry

III. LEARNING
Celebrating Diversity Through World Literature
RESOURCES
A. References
1. Teacher’s Guide
pp. 151-154
pages
2. Learner’s Materials
pp. 170-173
pages
3. Textbook pages
4. Additional Materials
Tarpapel, pictures of Joyce Kilmer, the writer of the poem “Trees” and a
from Learning
Resource (LR) portal European knight
B. Other Learning
Song/ Poem “ Trees” by Joyce Kilmer
Resources
IV. PROCEDURES

A. Preliminary Activities
1. Opening Prayer
2. Checking of Attendance
3. Checking of Assignment (if any)

B. Review the previous lesson: The Song of Roland and

detecting bias.
A. Reviewing previous
lesson or presenting
the new lesson

A. Students are asked if they have an idea of “Chivalry”.

B. Ask the class to describe an experience about being blinded
C. Establishing a by love. Tell them to cite an experience to prove it happened
purpose for the in real life.
lesson C. Let the students read Chivalry and Romantic Ideals
( Middle Ages, 1100-1500)
D. Tell them about Petrarch’s Canzoniere.
A. Unlock vocabulary difficulty; doe, tangle, molest, furious,
D. Presenting dreary.
examples/instances
B. Reading of the poem, “Laura”.
of the new lesson
C. Motive question: How would you describe someone whom
you are passionately in love with?
 School San Matias National High School Grade Level Ten (10)
Teacher May F. Gamboa Learning Area English
First Quarter (Fifth
Teaching Date July , 2019 Quarter
Week)

1. Discussion of the poem

2. How was Laura described by the speaker?

3. She had golden hair, deep eyes?, angelic moves, divine
4. In Laura’s “present and past,” what are the common
details the speaker remembers about Laura? (History)
5. How does Laura seem to have changed?
E. Discussing new She does not have her original beauty ( bow refers to
concepts and Cupid)
practicing new skills
6. Though years passed, what aspects in the poem” Laura
#1
remain unchanged?
7. What figures of speech are found in the poem?

8. What is simile? Metaphor?

9. What kind of a poem is “Laura”?
10.What is a sonnet?
A sonnet is a one-stanza, 14-line poem, written in iambic
pentameter. The sonnet, which derived from the Italian word
sonetto, meaning “a little sound or song," is "a popular classical
form that has compelled poets for centuries,"

A. Discussion of the other elements of the poem.

1. How many lines are there in the poem.
A. Discussing new 2. What is a stanza? How many stanzas are there in the
concepts and poem?
practicing new
skills #2

3. What brings about the song –like aspect of a poem?

4. What is a rhyme? Rhyme scheme?
 School San Matias National High School Grade Level Ten (10)
Teacher May F. Gamboa Learning Area English
First Quarter (Fifth
Teaching Date July , 2019 Quarter
Week)

5. What is the basis of the rhyme scheme?

6. What are the other elements of poetry?
7. Based on your answers, what makes a sonnet different
from the other poems that you have already read?

A. Students listen to the song version of the poem “Trees”.

Trees
Joyce Kilmer, 1886 – 1918

I think that I shall never see

A poem lovely as a tree.

A tree whose hungry mouth is prest

Against the sweet earth’s flowing breast;

A tree that looks at God all day,

And lifts her leafy arms to pray;

A tree that may in summer wear

A nest of robins in her hair;

Upon whose bosom snow has lain;

Who intimately lives with rain.

Poems are made by fools like me,

But only God can make a tree.

B. Ask students the following questions:

B. Developing 1. What is the poem about?
mastery
The poem that is lovely as a tree.
(leads to
Formative 2. Does the poem tell the importance of trees in our
Assessment 3) environment? How?
The tree is attached to the ground to get its nutrients
(stanza 2 says so) It indirectly says that trees beautify our
surroundings.
3. If people have needs, do trees have needs too? What are
the needs of a tree?
It needs food from the soil (line 4), it needs water (line 10)
4. What is the theme of the poem “Trees”?
Joyce Kilmer's poem, “Trees”, celebrates the beauty of
the natural world by comparing trees to poems. A
spiritual element develops the theme of the poem, which
is God's relationship with creation.(lines 5&6)
5. How many lines does the poem have? What do we call a
two-line stanza poem?
6. How many stanzas does the poem “Trees” have?
7. What is the rhyme scheme of the poem?
8. What are the poetic devices used?
9. How would you compare the two poems?
Laura is about a man’s love to a person while Trees is
about man’s appreciation of the poem that he compared
to a tree.
C. Finding Differentiated Activity:
 School San Matias National High School Grade Level Ten (10)
Teacher May F. Gamboa Learning Area English
First Quarter (Fifth
Teaching Date July , 2019 Quarter
Week)

practical Group 1: Draw an image of Laura based on the writer’s description.

applications of Group 2: Choose a song that best describes the love of Petrarch to
concepts and
Laura.
skills in daily
living Group 3: Pretend that you are Petrarch, write a love letter to Laura.
Group 4: Make a dance interpretation of the poem “Trees”.
D. Making
generalization Petrarchan sonnet is a poem of fourteen lines divided by rhymes into
s and
two parts, an eight- line octave and a six-line sestet. These form the
abstractions
about the Octave. His poems often use allegory or an extended metaphor.
lesson
Assessment:
1. Who is the speaker/persona in the poem?
2. What point of view did the writer use?
3. How did the speaker describe Laura’s hair?
4. What figure of speech is used in the said description?
5. “Her eyes were brighter than the radiant west”, is what
E. Evaluating
figure of speech?
learning
6. Tinder is suggests a a. cold b. fire c. death
7. “For the wind to toy and tangle and molest” is
a. simile b. metaphor c. personification
8. Did Laura love the speaker?
9. What is the theme of the poem?
10. What is the rhyme scheme of the poem?
1. Read also the poems “The White Doe” and “Spring”.
F. Additional 2. Relate the two poem; “The White Doe” and “Spring” to the
activities for
other two poems discussed.
application or
remediation 3. Answer the comprehension check on page 173 of your
textbook.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well? The students enjoyed the group performance
Why did these work? tasks.
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by: Checked by: Noted By:

May F. Gamboa Teresita S. Carlos Freddie P.

Regala
SST – III HT III – English Principal IV