LESSON PLAN FOR GRADE 9

By: Jessa Bille Barabat

I Lesson Objectives
At the end of 40-minute session, 80% of the students will be able to:
1 Interpret the theme and meaning of the poem;
2 Appreciate the poem in relation to real-life situation; and
3 Perform a choral reading of the poem.

II Subject Matter
Topic: Sonnet XXIX by William Shakespeare
Competency: Reading and writing
Time Frame: 1 hour
Materials: Manila paper, marker, activity sheets
References: www.poemhunter.com, www. wikipedia.com
Values Integration: Class Involvement, Poem Appreciation
Strategies: 4As Discussion
Interactive Discussion

III Learning Procedures

A Preliminaries
1 Prayer and Greetings
2 Checking of Attendance

B Review Question
1 What was our last lesson about?

C Lesson Proper( 4 As)

Activity 101: Picture Analysis

1 The teacher will post some pictures on the board.
2 The students will be tasked to give their analysis about the pictures.
3 The teacher will call students randomly to give their interpretation about the
pictures.
4 The ff. pictures are presented below:

Activity 102: Unlocking of Difficulties

Match Column A to Column B. Write the letter on the space provided in each number.

Column A Column B
 ____1. Disgrace a. refuse
____2. Outcast b. gloomy
____3. Fortune c. a songbird
____4. Weep d. hatred
____5. Bootless e. useless
____6. Despising f. cry
____7. Haply g. luck
____8. Lark h. a person who is rejected from society
____9. Sullen i. a state of dishonour
____10. Scorn j. by chance
k. deviant

Activity 103: Cloze Procedure

1 The students will be given an activity sheets.

2 The teacher will distribute an incomplete copy of the poem to the class.
3 The teacher will read the poem.
4 And the students will be tasked to fulfil the poem.
5 After they finished the task, they will read altogether the sonnet.
6 The incomplete copy of the poem is presented below:

SONNET 29

When, in _____with fortune and men's eyes,

I all alone beweep my ______ state,
And trouble deaf heaven with my _______ cries,
And look upon myself, and curse my fate,
Wishing me like to one more rich in hope,
_______like him, like him with friends possessed,
Desiring this man's art and that man's scope,
With what I most enjoy ______least;
Yet in these thoughts myself almost_______,
Haply I think on thee, and then my state,
Like to the _______at break of day arising
From _____earth, sings hymns at heaven's gate;
For thy sweet love remembered such _____brings
That then I______ to change my state with kings.

Analysis

The teacher will ask the students the following questions:

1 How many stanzas are there in the poem?
2 How many lines in each stanza?
3 What is the rhyming scheme of the poem?
4 Who is the speaker of the poem?

Abstraction
 Sonnet 29 is one of 154 sonnets written by the English playwright and poet William Shakespeare. It
is part of the Fair Youth sequence (which comprises sonnets 1-126 in the accepted numbering
stemming from the first edition in 1609). In the sonnet, the speaker bemoans his status as an outcast
and failure but feels better upon thinking of his beloved. Sonnet 29 is written in the typical
Shakespearean sonnet form, having 14 lines of iambic pentameter ending in a rhymed couplet.

Author and Year of Publication

It was written by William Shakespeare and was published in 1609.
However, an examination of Shakespeares life around the time he wrote Sonnet 29 reveals two
traumatic events that may have shaped the theme of the sonnet. In 1592 the London theatres
closed due to a severe outbreak of plague. Although it is possible that Shakespeare toured the
outlying areas of London, it is almost certain that he left the theatre entirely during this time to
work on his sonnets and narrative poems.

Structure
Sonnet 29 follows the same basic structure as Shakespeare's other sonnets, containing fourteen
lines and written in iambic pentameter, and composed of three rhyming quatrains with a
rhyming couplet at the end. It follows the traditional English rhyme scheme of abab cdcd efef gg
though in this sonnet the b and f rhymes happen to be identical. As noted by Bernhard Frank,
Sonnet 29 includes two distinct sections with the Speaker explaining his current depressed state of
mind in the first octave and then conjuring what appears to be a happier image in the last sestet.

Theme
Sonnet 29 is about a speaker who is initially downcast about his loneliness, but becomes
happier when he thinks of a friend he loves. It is therefore about the reality of failure and
loneliness mixed with the memory of happier times.

Application

1 The class will be grouped into four.

2 Each group will perform a choral reading of the sonnet.
3 The class will give their own interpretation of the assigned lines for each group.
4 Each group will choose two representatives to present their work.
5 The student will be given 5 minutes to prepare.
6 The rubric is presented below.
 Rubric for Class Presentation

CATEGORY 10 8 5 3

Content
Shows a full Shows a good Shows a good Does not seem to
understanding of understanding of the understanding of understand the topic very
the topic. topic. parts of the topic. well.

Voice Clarity The voice is well- The voice seems to The voice is not that The voice is not clear .
modulated and be clear and clear and needs to
clear. modulated a bit. be improved.

Preparedness Student is Student seems pretty Student is Student did not seem at all
completely prepared but might somewhat prepared to present.
prepared and has have needed a couple prepared, but it is
obviously more rehearsals. clear that rehearsal
rehearsed. was lacking.

IV Evaluation
In a sheet of paper, answer the ff. questions:
1 Do you encounter difficulties in life?
2 What are those problems that you encounter?
3 How did you face the challenges in life?
4 Who motivates you to face your trials?
5 Are those trials makes you become stronger? Why or why not?

V Assignment
In a long bond paper, construct a poem that tackles about difficulties in life. The poem should
consist 4 stanzas and each stanza should have 4 lines.