ST.

JOHN OF BEVERLEY
749 Quirino Highway, San Bartolome, Novaliches, Quezon City

LEARNING PLAN

QUARTER: First
SUBJECT: English
TOPICS
Literature: Africa’s Plea
Grammar: Conjunctions

NO. OF DAYS: 14 DAYS

DATE: June 25-June 27, 2019; July 1-12, 2019

ENDURING UNDERSTANDING:
Students will understand that African literature presents information about one's culture, history, environment,
or other factors with the help of various strategies and grammar conventions that enables them to explore forces
that human beings contend with.

ESSENTIAL QUESTION:
How does African literature allow us to understand the forces that human beings contend with?

LEARNING TARGETS:
 I can define poetry and the poetry in Africa.
 I can identify the tone and mood of the poem.
 I can give the author’s purpose in writing the poem.
 I can differentiate the types of conjunction.
 I can provide sentences using conjunctions.
 I can explain how literature and grammar helps in understanding the forces that human beings contend
with.
 I can compose a spoken word poetry expressing the forces that Africans contend with.

EXPLORE
DAY 1

 PRE-ASSESSMENT
DAY 2-3

 ACTIVITY #1: LET’S MAKE CONNECTIONS WITH AFRICA

A. Construct a two-sentence paragraph that will show the connections of the words below. Present the
output in class.
Literature Africa Grammar

PROCESS/GUIDE QUESTIONS:

1. How are the words connected with each other?

2. Can you give one concept or idea that will connect the words presented?
3. How do you think literature and grammar can help in resolving conflicts in Africa?
4. How does African literature allow us to understand the forces that human beings contend with?
 B. Eliciting student’s prior knowledge (KWLH)
What I Want to
What I Know? What I Learned? How did I Learn it?
Know?

FIRM-UP
 ACTIVITY #2: GET ENGAGED (VOCABULARY)
Give the meaning of the italicized words through answering the questions briefly.

a. Is it good to meddle in other’s affairs? Explain.

b. How do you feel when someone interferes with your decision? Why?
c. Are unwise and foolish the same? Justify your answer.

PROCESS/GUIDE QUESTIONS:

1. Do the questions help in understanding the words?

2. Do you have an idea what will be the selection about?
3. Based on the questions and on your answers, how do you think that selection will allow us to
understand the forces that human beings contend with?

 ACTIVITY #3: CIRCLE AND SHARE

There will be six groups and each group will be given assigned tasks: five groups will discuss about the
assigned part of the poem while the sixth group will give the background of the author and tell their
insights about the connection of the author and the poem.

PROCESS/GUIDE QUESTIONS:

1. What is the poem about?

2. Who is the speaker?
3. What do you think is the problem that the speaker wants to tell us that causes one to lose track of
his/her identity?
4. Upon reading the poem, how do you think Africa conquer the challenges that come into their nation
and its people?

 ACTIVITY #4: COLLECTING IDEAS

Africa is a continent blessed with vast resources and unique culture and art. It is this richness in wealth that
captivated the Europeans and resulted in colonization that spanned centuries. During this period, social institutions
that were prevalent prior to the arrival of the colonizers were replaced by the European’s own. All these changes
occurred with the purpose of achieving the colonizer’s desire to gain wealth and spread their religion and culture.
With the introduction of new culture, Africans showed their resistance in different forms.

African writers struggled with expressing themselves in the language of the colonizers. Literature thrived
with themes of liberation and independence. The growing sense of nationalism among Africans resulted into
abolition of apartheid, establishment of democracy under dictatorship, and end of civil wars. African literature
evolved into a literature that gives insights to Africa’s histories and realities and ushered in a new era of a true
communal self-regulation and self-determination.

Today. African writers continue to write about realities in social contexts that emphasize the struggles of a
people. Their works reflect the vision of a liberated race that learned from the experience of an oppressive and
agonizing past. African literature can be understood meaningfully within the context of specific social, cultural, and
political circumstances in which each writer had worked and lived.

PROCESS/GUIDE QUESTIONS:

1. Can you give qualities of Africans that we can use in our everyday lives? Give situations.
2. How do the Africans conform with the society and challenges in order to keep track of their identity?
3. Based on the poem and the brief discussion about Africa, what is/are the characteristic/s of African
literature that makes us understand the forces that human beings contend with? Elaborate your answer
into 3-5 sentences.
 CLOSURE: EXIT TICKET

DAY 4-6
 ACTIVITY #5: FIXING FREE
Discussion through PowerPoint presentation.
Poetry is a form of art because it deals with ideas, emotions, values, and attitudes of an individual. It is a language
of suggestion using denotations and connotations. It is a language of intense awareness and of heightened emotion
It creates its total effect and meaning with the use of imagery, figures of speech, form and structure. It can be closed
(fixed) or open (free) form.

PROCESS/GUIDE QUESTIONS:

1. Africa’s Plea is an example of poetry, can you define what is poetry?

2. Can you give examples of characteristics of a poem?
3. Do you think a poem can allow us to understand the forces that human beings contend with?
4. The Africa’s plea is what kind of poem? Free or fixed?

Construct a 2-stanza
fixed verse poem that has
the same theme with
Africa’s Plea.

 ACTIVITY #6: LET’S SET THE TONE, LET’S KNOW THE MOOD

Tone and mood both deal with the emotions centered in a literary piece.

Tone is the author’s attitude toward the writing (his characters, the situation) and the readers. A literary piece can
have more than one tone. Tone is set by the setting, choice of vocabulary and other details.

Mood is the general atmosphere created by the author’s words. It is the feeling the reader gets from reading those
words. It may be the same, or it may change from situation to situation.

Therefore, tone is the way feelings are expressed while mood is the overall feeling of the literary work. Check the
examples below.

WORDS THAT DESCRIBE TONE WORDS THAT DESCRIBE MOOD

Amused humorous pessimistic fanciful melancholy

Angry informal playful frightening mysterious
Cheerful ironic pompous frustrating romantic
Horror light sad gloomy sentimental
Clear matter-of-fact serious happy sorrowful
Formal resigned suspicious joyful suspenseful

Author’s Purpose is his reason for or intent in writing.

An author’s purpose may be to amuse the reader, to persuade the reader, to inform the reader, or to satirize a
condition.
An author writes with one of four general purposes in mind:
1. To relate a story or to recount events. (narrative)
2. To tell what something looks like, sounds like, or feels like. (descriptive)
3. To convince a reader to believe an idea or to take a course of action. (persuasive)
4. To inform or teach the reader. (expository)

Source: English in Perspective 8

www.mdc.edu>collegeprep>documents2
Based on the story you have read yesterday, determine its tone and mood to be able to know the author’s
purpose in writing the story. Use the tone and mood graphic organizer below.
Mood and Tone

Mood

Title

Tone

Author’s Purpose

PROCESS/GUIDE QUESTIONS:
1. How did you identify the tone of the story? How about the mood?
2. What is helpful to identify first the tone and mood of the story before knowing the purpose of the author
in writing the story? Explain your answer.
3. Does the author’s purpose in writing the poem reveal an understanding of the forces that human beings
contend with?

 FORMATIVE ASSESSMENT: Practice Makes Perfect

Did you have fun in identifying the tone and mood of the story? To further your knowledge about the lesson,
identify the mood, tone, and author’s purpose of the following poems.

Bottoms Up! Africa

Do not Fear the Past
Ama Nuamah Maya Angelou
Zuhura Seng’enge
To the children we call
Over the white seas
Do not fear the past our future
rime white and cold
It is painful, Who have no shoes to put
brigands ungentled
But it is real on their feet
Who have barely any icicle bold
Blood was split, and took her young
food to eat
people died, daughters
Who believe in some
But love and unity had unreal hope sold her strong sons
survived. But still dare to dream churched her with Jesus
Wild and free. bled her with guns.

PROCESS/GUIDE QUESTIONS:
1. How are you able to identify the mode, tone, and author’s purpose?
2. How do tone, mood, and author’s purpose relevant in understanding the theme of a selection?
3. What do those poems tell us about Africa? Do those poems tell something about people exploring
forces that people experience or encounter? How do they solve it?

 SEATWORK #1
Answer the following using minimum of 3 sentences.
1. What is the main idea of the poem Africa’s Plea?
2. Why was Africa colonized by Europeans?
3. How did Africans cope with their struggles under colonizers?
4-6. Give three definitions of poetry.
7. How can you differentiate free from fixed poetry?
8. Differentiate tone and mood.
9-12. What are the different purposes of an author in writing?
13-15. On your own words, how do you think poetry helps to establish the identity of a society?
 DAY 7-8
 ACTIVITY #7: GET CONNECTED

I am not you — If I were you — You meddle, interfere You are unfair; unwise,
but you will not but you know in my affairs foolish to think
give me a chance I am not you, as if they were yours that I can be you,
will not let me be me. yet you will not and you were me. talk, act
let me be me. and think like you.

GUIDE/PROCESS QUESTIONS:
1. What do you observe in each stanza? (Consistency of connections)
2. Can you give your idea on how each line is connected to other lines in a stanza?
3. What are the words that connect the idea of one line to another? Does it show addition of thoughts or
contradiction?
4. What parts of speech do you think has something to do with connecting those lines?

 ACTIVITY #8: WORLD CAFÉ

Form four groups, then arrange the chairs in a circle. Each group will receive a set of handouts. Each
group will be assigned a specific task or topic which they will discuss as a group. At the given signal, the
group members migrate to the nearby groups. Each member becomes an ambassador of the group and will
present the group’s explanation of their topic. The students who will not be able to present to each group
may walk around and check on the presentations or explanations of the different ambassadors to the
different groups to see if the agreed upon presentation is properly delivered. At the end of discussion, each
group must provide at least two sentences for each topic and present it in class.

PROCESS/GUIDE QUESTIONS:
1. Based on the topics discussed, how do you define conjunction?
2. Can you differentiate each?
3. What do you think is the importance of using conjunction?
4. Can you give situations where the use of conjunctions is evident?

 FORMATIVE ASSESSMENT: Book Exercises

A. Migration 101
Identify whether the sentences observe correct use of coordinating conjunctions. (Refer to Grammar
Essentials 8, p. 4)
B. Factual Fusion
Combine two simple sentences using coordinating conjunctions. (Refer to Grammar Essentials 8, pp.
6-8)
C. Wonders of Archipelago
Identify whether each sentence has subordinating conjunction. (Refer to Grammar Essentials 8, pp.
10-11)
D. Perfect Combination
Combine two simple sentences using subordinating conjunctions. (Refer to Grammar Essentials 8, pp.
13-14)
E. Find Me
Underline the correlative conjunctions in the following sentences.
1. Either you study, or you will not be successful in the class.
2. Not only the manager but also the employees will be at the meeting.
3. Neither the lawyers nor doctors will suffer from the new legislative bill.
4. Both an oral exam and a written exam are required for credit in the class.
5. Whether he transfers or remains, he will be successful.
F. Fill the Bridges
In the following sentences write an appropriate transitional word, or adverbial conjunction, in each
blank and punctuate properly.
1. Jane didn't want to fail the test ____________ she studied many hours.
2. Cathy wanted to go to a movie ____________ the rest of the family wanted to stay home and
watch television.
3. Children must get their polio vaccines ____________ they may have the crippling disease.
 4. The quarterback refused to practice ____________ the team lost the game.
5. She washed the sheets and towel ____________ she scrubbed the bathroom floor.

 SEATWORK #2
Encircle the conjunction used in each sentence and classify each as coordinate, correlative, subordinate,
or conjunctive. Write your answers on the spaces before the numbers.
_____________1. Ijala artists are highly regarded by the public as general entertainers and are invited to
perform on social occasions.
_____________2. Yoruba chants, with their own conventions and themes, are not sung. Rather, they are
recited with rudimentary musical characteristics.
_____________3. There is no very clear central theme, but the poem rambles from one topic to another.
_____________4. Both Yoruba and Akan hunting chants have developed into a complex and flexible
branch of poetry.
_____________5. The Ambo elephant hunters are not only revered for their expertise and skill in hunting,
but they are also surrounded with a halo of romance and hero-worship.
_____________6. Also, a hunter has a special relationship with the spirit of one of his dead kinsmen,
especially his father.
_____________7. The emotional relationship with his father who guards him as a hunter is of a much
more personal nature.
_____________8. The son praises his father’s exploits as a hunter, or he sets out delighting in his gun.
_____________9. Then his thoughts are drawn back sorrowfully to his father.
_____________10. Ambo hunting poetry neither seems to have developed into a complex and flexible
branch of poetry, nor are there lengthy narratives.

 CLOSURE: EXIT TICKET

DEEPEN
DAY 9-10
 RECALLING
Based on the previous lessons and activity, go back to the KWLH chart and check whether their answers
on the W column was met. Recall about the essential question: “How does African literature allow us to
understand the forces that human beings contend with?”

 ACTIVITY #9: LET’S ADD UP ALL THE FACTS!

Using the ADDING UP THE FACTS worksheet, what conclusions or inferences can you draw from
“adding up the facts”? What are the big ideas?

I Know Why the Caged Bird Sings

By Maya Angelou

I am an African
By Puno Selesho

You Laughed And laughed And Laughed

by Gabriel Okara

My Conclusion

PROCESS/GUIDE QUESTIONS:
1. What can you say about the text 1? How about text 2? Text 3?
2. What do they have in common?
 3. What conclusion can you make?
4. Does your conclusion appropriate and true about Text 1, 2, and 3?
5. How effective is literature in allowing us to understand the forces that human beings contend with?
How do those texts help in pointing ways how to cope with the forces or challenges that human beings
contend with?

 ACTIVITY #10: WHAT I REALIZED?

Give your reflection of the lesson through the graphic organizer below.

My Reflection
GUIDE/PROCESS QUESTIONS:
1. What are your realizations and discoveries about the life of Africans?
2. Can you give connections of the situation of Africa to the situation of the Filipinos?
3. Is there any situation in the Philippines wherein they lost track of their identity because of conforming to
the society? Give at least one situation.
4. How do Filipinos cope with that situation? Is it the same how Africa cope with conformity?
5. If you were born on the days those struggles were in turmoil, what do you think you’ll do to explore and
deal with those situations?

DAY 11-14
 MINI-TASK #1:
Because of the on-going issue that Africa is facing, a small community in Africa will hold an event
that will be participated by different students. Your task is to compose a spoken word poetry for your voices
to be heard regarding the struggle of Africans and other individuals all over the world towards losing track
of one’s identity because of conforming with the society. You must use your piece in order to help the
people not just in Africa but the people in different countries to understand the exploring forces that human
beings contend with. Your poem must also observe proper use of conjunctions, mood, tone, and your
purpose as the author is to inform. Your output will be graded according to its use of grammar conventions,
use of conjunctions, content, and delivery.
Criteria:
Content 8
Use of Conjunctions 8
Grammar Conventions (spelling, punctuations) 4
Delivery 5
25

 KNOW-WANT-LEARN-HOW
After the previous activities, complete the table answering the L and H column.
What I Want to
What I Know? What I Learned? How did I Learn it?
Know?

 SELF-ASSESSMENT: RAISE YOUR STICK

LEARNING TARGETS:
and will be able to apply them.
I fully understand more than
I still need more activities to

I understand all the concepts

understand all the concepts.

 I can define poetry and the poetry in Africa.

50% of the concepts.

 I can identify the tone and mood of the poem.

 I can give the author’s purpose in writing the poem.
 I can differentiate the types of conjunction.
 I can provide sentences using conjunctions.
 I can compose a spoken word poetry expressing the forces
that Africans contend with.
TRANSFER
INFORMATIVE SPEECH

To commemorate the death of Nelson Mandela, one of the most influential African leaders, the
African government is sponsoring a speech festival to be participated in by youth ambassadors from different
parts of the world. As your country’s representative, your task is to write and deliver an informative speech
that will give an update on your country’s continuous support for Mandela’s advocacy of peace and equality
among individuals and nations. Your goal is to tell people that world peace can be attained through a way of
life that recognizes and respects diversity. Your output will be graded according to the rubrics below.

EXEMPLARY TARGET ACCEPTABLE UNACCEPTABLE

CRITERIA TOTAL
5 4 3 2
The introductory
The introductory
paragraph is
paragraph is very The introductory
engaging but is The introductory
engaging and paragraph is
weak and paragraph is not
Introduction interesting. It is interesting and
rambling. It is interesting nor
appropriate and appropriate for the
somehow irrelevant to the topic.
captivating for the audience.
inappropriate for
audience.
the audience.
The thesis
The thesis
statement
The thesis statement outlines The thesis statement
introduces the
statement some or all of the does not introduce the
Focus or Thesis topic of the essay
introduces the main points to be topic and does not
Statement and outlines the
topic of the essay discussed but does preview what will be
main post to be
properly. not introduce the discussed.
discussed
topic or vice versa.
cogently.
Most of the
All supporting Few of the
supporting
details/ examples supporting
details/examples
are specific and details/examples
are specific and
relevant. are relevant. There Examples are not
Supporting Ideas relevant.
Explanations are is no explanation relevant and/or are not
or Evidence Explanations are
given to show that shows how well explained.
given to show how
how each piece each piece supports
each piece
supports the the writer’s
supports the
writer’s position. position.
writer’s position.
The concluding
The concluding
paragraph
paragraph unifies
effectively unifies The conclusion is
the essay, but it
the essay. The vague and does not There is no effective
Conclusion does not
position of the restate the position conclusion.
completely restate
writer is of the writer.
the position of the
effectively
writer.
restated.
Cohesive devices
A variety of are used to show
cohesive devices how ideas are
Only few cohesive
is used to clearly connected, but The transitions
devices are used to
Use of Cohesive show how ideas some of the between ideas are
make the
Devices are connected. All transitions used unclear or
connection of ideas
the transitions are are inappropriate inappropriate.
clear.
appropriately and affect the
used. meaning of the
sentences.
The essay does The essay contains The essay contains
Use of Parallel The essay contains
not contain faulty 1-2 faulty more than 2 faulty
Structures faulty parallelism.
parallelism. parallelism. parallelism.
Body language,
Body language, Body language, Body language,
gestures, and
gestures, and facial expressions gestures, and
facial
Body Language facial expressions and gestures facial expressions are
expressions
adds greatly to the lack variety and lacking or
compliment
message. spontaneity. inappropriate.
message.
Eye contact with Eye contact with Eye contact with
Eye Contact audience virtually audience less than audience less than Little or no eye contact.
all the time 80% of the time. 75% of the time.
 (except for brief
glances at notes).
Speaks clearly Speaks clearly and Speaks clearly and Often mumbles or
and distinctly all distinctly nearly distinctly most of cannot be understood
Delivery/Clarity the time with no all the time with the time with no with more than three
of Voice mispronounced no more than one more than two mispronounced words.
words. mispronounced mispronounced
word. words.
The essay is The essay is The essay is
The essay is submitted
Completion of submitted three submitted two submitted on the
after the deadline
Task days before the days before the same day of
given.
deadline. deadline. deadline.
__________
TOTAL
50

SUBMITTED BY:

________________________________
JESSELLE MAE P. PASCUAL, LPT
English Teacher

CHECKED AND APPROVED BY:

_______________________________
IVY M. FABRO, LPT
Curriculum Leader