Republic of the Philippines

COL. LAURO D. DIZON MEMORIAL INTEGRATED HIGH SCHOOL

REGION IV-A (CALABARZON)
San Pablo City, Laguna

SEMI-DETAILED
LESSON PLAN
IN
ENGLISH 9
(Classroom Observation 1)

PREPARED BY:

Ms. Amabelle G. Labitag

Teacher I

SUBMITTED TO:

Mrs. Rosita P Banzuela

Head Teacher I English

 Republic of the Philippines
COL. LAURO D. DIZON MEMORIAL INTEGRATED HIGH SCHOOL
REGION IV-A (CALABARZON)
San Pablo City, Laguna

I. OBJECTIVES
At the end of the period the students will be able to:
 Define the unfamiliar words present in the poem.
 Analyze the message of the poem.
 Share insights on how to express appreciation to their mothers.

II. SUBJECT MATTER

TOPIC: Mother to Son by Langston Hughes
LEARNING COMPETENCY:

(EN9LT-IIf-15) Analyze literature as a

means of discovering oneself.

REFERENCE: A Journey Through Anglo American Literature 9

pp. 73-75
MATERIALS: Speakers, Laptop, Audio Music
INTEGRATION: Edukasyon sa Pagpapakatao (PAMILYA) ESP8PBIG-4.1

III. CLASS ROOM ROUTINE

A. Greetings
TEACHER: Class, before we start our discussion for today, kindly align your chairs and pick up the
pieces of papers on the floor.
COT 4: Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments.
B. Checking of Attendance
C. Review (Punctuation Marks)
D. Motivation
“ANAK”

The movie “Anak” starring Vilma Santos shows a story of a mother whom sacrifices a lot to provide for
her family. Her role in this film represents a mother who is willing to do anything for her children. From the
video clip showed, what is the role being portrayed by the mother in a family? What sacrifices have your
mother made for you? What is the role of your mother in your family?

COT 1: Applies knowledge of content within and across

curriculum teaching areas (INTEGRATION)
COT 8: Selects, develops, organizes, and uses appropriate teaching and learning
including ICT, to address the learning goals.
E. UNLOCKING OF DIFFICULTIES

Teacher: For the next activity, I am encouraging everyone to participate actively. Can you do that?
Students: Yes Ma’am!
COT 5: Manages classroom structure to engage learners, individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of physical learning.

TURN THE BEAT AROUND

 The main goal of this activity is to randomly pick students who will answer the questions. The music will
play while the students are passing the box from one classmate to the other. Once the music stopped playing,
the student who is holding the box will have to pick an unfamiliar word inside.
 . The unfamiliar words were given in the poem “Mother to Son,” by Langston Hughes.
 They will have to match the unfamiliar words with the given meaning below..
1.tacks a. exposed; having no cover
2.splinters b. a small short sharp-pointed nail usually having a broad flat head.
3.bare c. slang term for ‘kind of”
4.kinder d. a thin, sharp piece of wood
A. ACTIVITY
 The students will be divided into five groups. Each group will be given different activities which will help
them unlock the message of the poem “Mother to Son,” by Langston Hughes.

COT 6: Uses differentiated, developmentally appropriate learning experiences to address learners’ gender, needs,
strengths, interests, and experiences.

GROUP 1 (#KMJS) LOCALIZATION

 The group is assigned to compose a face book post summarizing the hardships that the mother in the poem
experienced.
 They will have to present the post in the class with a hash tag KMJS (Kapuso Mo Jessica Soho).

GROUP 2 (FINDING METAPHOR)

 The group is assigned to at least find one metaphor or imagery used in the poem.
 They will have to present the metaphor they found in the class.
 They will use diagram in presenting the metaphors they have found.

COT 2: Uses a range of teaching strategies that enhance leaner achievement in literacy and numeracy skills

GROUP 3 (THE SEARCH FOR THE NEXT IDOL)

 The group the will have to come up with a song dedicated to the mother in the poem. They will have to
explain why they chose such song.
 They will have to present the song in the class.

GROUP 4 (GRAFFITI!!!)
 The group is assigned to make a graffiti which shows the emotion and feelings of the mother in the poem.
 They will have to explain the graffiti in the class.

 The students will give their insights about the presentation of each group by giving hashtags which
are equivalent to certain points.

POINTING SYSTEM
#GREAT (3 pts.)
#fortheWIN (4 pts.)
#WINNER (5 pts.)
A. ANALYSIS
 The students will present their output in the class.
 They will have to explain and elaborate each significant point of their presentation.

COT 3: Uses range of teaching strategies to develop critical and creative thinking, as well as other higher-order
thinking skills.

A. ABSTRACTION

 The students will have to give a short summary of the poem.

 They will have to share their insights and realizations about the message of the poem.

A. APPLICATION
To my Mom…with love…
After the discussion and the analysis of the poem, each group will have to write a short promise of love to
their mothers.

COT 7: Plans, manages, and implements developmentally sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts.

IV. EVALUATION
Choose the letter of the correct answer.
1. Life for me ain't been no crystal stair. The line means:
a. Life for her is all about fun experiences.
b. Life for her is about happy memories without problems.
c. Life for her is a difficult journey.
2. What is the message of the mother to her son?
a. The mother is telling her son not to give up for she will work hard for them both.
b. The mother is telling her son to give up on life for it is too hard to deal.
c. The mother is telling her son not to worry.
3. What is the moral lesson in the poem?
a. There is no need to be worrisome about being a mother for it is all about fun and
enjoyment.
b. Being a mother comes with responsibilities that she needs to endure for the sake of
her family.
c. Life is short, so make the most out of it.

COT 9: Designs, selects, organizes, and uses diagnostic, formative, and summative assessment strategies
consistent with curriculum requirements.