BRIEF LESSON PLAN IN SHAKESPEAREAN SONNET

I. Objectives: At the end of the period, the Grade 10 students will be able to:

a.) identify the elements of a Shakespearean sonnet.

b.) follow the rules in writing sonnet based on the given example.
c.) create their own sonnet with Shakespearean rhyme scheme.

II. Subject Matter: TOPIC: Writing Sonnet

REFERENCE: ANGLO-AMERICAN LIT. pages 111-117
AUTHOR(S): Katherine B. Arkaina, et.al.
MATERIALS: Book, Visuals, Laptop, LCD
III. Procedure:
A. Preliminaries:
A1. Prayer
A2. Attendance

B. Review:
What is a sonnet?

C. Motivation:
Students will describe their special someone through:
http://writeshop.com/thesaurus-game-describing-a-person/
Question:
Have you experienced writing a poem for your special someone?

D. Discussion:
Presentation of the SONNET 18 through a video presentation.:
https://www.youtube.com/watch?v=XxcOyaDN25o

Questions:
What is the rhyming scheme of the poem, Shall I compare thee to a
summer's day?
What are the elements of a Shakespearean sonnet?
How many lines the Shakespearean sonnet have? What is the structure of it?
What is the idea developed in the first and second quatrains?
What is the twist of it in the third quatrain?
Who can summarize the poem through its rhymed couplet?
How will you write a Shakespearean sonnet? What are the rules in writing it?

E. Synthesis:
All right! Who can summarize what have we done today?
F. Evaluation:
Students will create their own Shakespearean sonnet. They will post it on:
https://www.teenink.com/poetry/sonnet/top/?only_printed=1

G. Assignment:
Students will read in advance the Italian sonnet in any of these websites:
http://www.dummies.com/education/language-arts/poetry/writing-a-
sonnet/
http://www.sonnets.org/basicforms.htm
http://thepoetsgarret.com/Challenge/italian.html
https://www.poetrysoup.com/poems/italian_sonnet

Prepared by: Karen Kristine A. Dunque

 BRIEF LESSON PLAN IN WRITING A HAIKU

I. Objectives: At the end of the period, the Grade 10 students will be able to:
a.) define what Haiku is in one sentence.
b.) recognize the importance of Haiku based on the video presented.
c.) create their own Haiku with an illustration.

II. Subject Matter: TOPIC: Writing Haiku

REFERENCE: WORLD LIT.
AUTHOR(S): Katherine B. Arkaina, et.al.
MATERIALS: Book, Visuals, Laptop, LCD
III. Procedure:
A. Preliminaries:
A1. Prayer
A2. Checking of attendance

B. Review:
What is a poem?

C. Motivation:
Students will play Poetry Idea Engine.
http://teacher.scholastic.com/writewit/poetry/flash_pie.htm

D. Proper Discussion:
Video Presentation about Haiku:
https://www.youtube.com/watch?v=NkRc2HB-kJI

Questions:
What is the connection of the video presented and the game that you had
played?
What is a Haiku?
How many lines and syllables it has?
How will you write a Haiku? What are the rules in writing it?

E. Synthesis:
All right! What have you learned from our lesson class? Who can summarize
what have we done today?

F. Evaluation:
Students will create their own Haiku with an illustration.
http://writeahaiku.com/
G. Assignment:
Students will read the brief history of Haiku.
http://www.litkicks.com/HistoryOfHaiku

Prepared by: Karen Kristine A. Dunque

BRIEF LESSON PLAN IN THE DEGREE OF COMPARISON OF ADJECTIVES

I. Objectives: At the end of the period, the Grade 10 students will be able to:
d.) identify the positive, comparative and superlative degree of verb orally.
e.) give the importance of giving distinction in comparing something or someone.
f.) present a situation wherein the use of the degree of comparison of adjectives are
displayed.

II. Subject Matter: TOPIC: Degree of Comparison of Adjectives

REFERENCE: WORLD LIT.
AUTHOR(S): Katherine B. Arkaina, et.al.
MATERIALS: Book, Visuals, Laptop, LCD
III. Procedure:
A. Preliminaries:
A1. Prayer
A2. Checking of attendance

B. Review:
What are the different parts of speech that we have already discussed?

C. Motivation:
Students will solve a puzzle through:
http://www.slimekids.com/games/word-games/letter-weave.html?
utm_source=shooterweave&utm_medium=shooterweave&utm_campaign
=shooterweave

Questions:
What have you observed in solving a puzzle?
How did you solve the puzzle? How helpful the clues are?

D. Proper Discussion:
Students will watch a video through:
https://www.youtube.com/watch?v=vaecFKRLTOA

Questions:
What are the three degrees of comparison of adjectives?
How did you solve the puzzle? How helpful the clues are?

E. Synthesis:
All right! What have you learned from our lesson class? Who can summarize
what have we done today?
F. Evaluation:
Students will present a situation wherein the use of the degree of comparison of
adjectives is displayed. They will insert some famous lines of Filipino movies
through this website:
http://www.modernfilipina.ph/relationships/breakups-exes/top-10-hugot-
lines-from-filipino-movi

G. Assignment:
Students will study adverb in advance.
http://stphilips-school.org/Grammar%20Pages/Grammar
%20Presentations/Grammar%20Lesson%20=%20ADVERBS.pdf

Prepared by: Karen Kristine A. Dunque

 BRIEF LESSON PLAN IN IDIOMATIC EXPRESSIONS

I. Objectives: At the end of the period, the Grade 10 students will be able to:
g.) define what an idiomatic expression is in one sentence.
h.) give their own idiomatic expression based on the given example.
i.) match the different idiomatic expressions to its corresponding meaning.

II. Subject Matter: TOPIC: Idiomatic Expressions

REFERENCE: WORLD LIT.
AUTHOR(S): Katherine B. Arkaina, et.al.
MATERIALS: Book, Visuals, Laptop, LCD
III. Procedure:
A. Preliminaries:
A1. Prayer
A2. Checking of attendance

B. Review:
What is a Figure of Speech?

C. Motivation:
Students will play: Paint by Idiom:
https://www.funbrain.com/cgi-bin/words.cgi

D. Proper Discussion:
Students will be asked with the following questions:

Questions:
What is an idiomatic expression?
How can you differentiate the literal and corresponding meaning of an
idiomatic expression?
(Picture Analysis:
http://www.freakingnews.com/Idioms-Pictures---2437.asp)

E. Synthesis:
All right! What have you learned from our lesson class? Who can summarize
what have we done today?

F. Evaluation:
Students will match at least fifteen different idiomatic expressions to its
corresponding meaning on the time given.
http://www.softschools.com/quizzes/grammar/idiomatic_expressions_/qui
z3591.html
G. Assignment:
Students will read the difference between idiomatic expression and figure of
speech.
http://www.learnersdictionary.com/qa/Idioms-metaphors-similes-and-
hyperbole

Prepared by: Karen Kristine A. Dunque

 BRIEF LESSON PLAN IN SPOKEN POETRY

I. Objectives: At the end of the period, the Grade 10 students will be able to:
j.) identify the rules in spoken poetry.
k.) give importance in expressing oneself through poetry writing.
l.) present a three-minute free-verse spoken poetry about the significant experience
they had.

II. Subject Matter: TOPIC: SPOKEN POETRY

REFERENCE: WORLD LIT.
AUTHOR(S): Katherine B. Arkaina, et.al.
MATERIALS: Book, Visuals, Laptop, LCD
III. Procedure:
A. Preliminaries:
A1. Prayer
A2. Checking of attendance

B. Review:
What is S.H.E. in literature?

C. Motivation:
Students will play: Dealing with Feelings.
http://www.kidvision.org/feelings/images/mixmatch.html

D. Proper Discussion:

Students will watch a video:

https://www.youtube.com/watch?v=06uK4_3GQYI

Questions:
How did you feel while watching the video?
How does spoken poetry help someone to express feelings in a creative
way?

E. Synthesis:
All right! What have you learned from our lesson class? Who can summarize
what have we done today?

F. Evaluation:
Students will present a three-minute free-verse spoken poetry about the significant
experience they had. They will then upload it on: www.youtube.com
G. Assignment:
Students will read one published poem in:
https://echoesliterarymagazineonline.wordpress.com/.
Afterwards, they will publish their free-verse spoken poetry on the said website.

Prepared by: Karen Kristine A. Dunque