LESSON PLAN

Teacher: Michelle E. Miro Date: January 16, 2018

Grade Level: Grade 9- Pearl Time Frame: 1 hour/ 1 day
LC: EN9LC-IIIg-2.10:, EN9VC-IIIg-24:, EN9V-IIIg-29

I.OBJECTIVES
At the end of the lesson, the students will be able to:
 Analyze literature as means of connecting to the world.
 Explain the meaning of arrange marriage and love marriage.
 Differentiate love marriage and arrange marriage through a role
play.
 Appreciate the true essence of marriage.
II.SUBJECT MATTER
Literary Focus: Arrange Marriage and Love Marriage”
Reference: Anglo American Literature (page 299)
Instructional Materials: Laptop, Manila Paper, Pictures, cut- outs, and Visual Aid.
Other related portals: https://www.youtube.com/watch?v=HpdnGx6L0FE
https://www.youtube.com/watch?v=Yj2ToKRLN3E
III.PROCEDURES
A. Preliminary Activities
 Prayer
 Greetings
 Checking of attendance
 Reminders
 Review
Motive Question:
1. What was our previous lesson?
B. Activity(My Ideal Partner)
Instructions:
 The teacher will post pictures of a man and a woman with distinct
characteristics of whom they would love to marry.
 The teacher will throw a bouquet, whoever catches the bouquet
he/she will tell the class his/her ideal partner.
 The student will explain the reasons of her/his choices.

GOD FEARING AND EMPLOYED/INDEPENDEN WELL-OFF BUT

HARDWORKING BUT NOT T BUT BOSSY AND ALCOHOLIC AND ABUSIVE
GOOD LOOKING DEMANDING

HANDSOME/BEAUTIFUL NERDY AND NOT GOOD UNEMPLOYED,DEPENDEN

BUT NAGGER AND “TWO- LOOKING BUT T AND LAZY BUT
TIMER” INTELLIGENT AND KIND VERYGOOD LOOKING
 ___________________ + _____________________ = wife/husband
C. Analyses
After completing the activity, t he teacher asks the following questions:
1. Which picture/s do you like the most? Is the characteristic of a
person be a big deal in choosing your partner?
2. Do you think our activity is related to our topic for today?
3. What do you think is our topic for today?
D. Abstraction
 Setting of objectives.
 The teacher will play a short video about arrange and love
marriage.
 The teacher will ask questions afterwards based on the video that
was presented in the class.
 Students will explain their own understanding of the meaning of
a. love marriage
b. arrange marriage
 Teacher discusses the following definition:
a. Marriage
b. Arrange Marriage
c. Love Marriage
 The students will read the text aloud.
Life’s linkages (page 299)
 Discuss the context of arrange marriage and love marriage from the
point of view of “Romeo and Juliet”.

The Capulet’s wanted Juliet to enter an arrange marriage- they wanted her to
marry someone they decide would be a good husband for her. Paris was an
important man, with plenty of money and powerful friends. He also loved Juliet.

Therefore, Lord and Lady Capulet thought he would make a good husband for her.
Juliet, however, didn’t want to marry someone she didn’t know. She wanted to marry
someone she knew and loved- a love marriage. Both love marriages and arrange
marriages are common throughout the world.

Motive Questions:
1. Why are there some parents prefer their children to enter in an arrange
marriage?
2. Would you call the secret marriage of Romeo and Juliet a “love marriage”?
3. What do you think is the proper age to settle down or to marry?
E. APPLICATION
a. Activity (Pros and Cons)
 The teacher will group the students into four (4). Each group will be given a
manila paper. The group 1 and 2 will list down at least 2 advantages of love
and arrange marriage and the remaining group will give at least two (2)
disadvantages of love and arrange marriage
 The students will be given 5 minutes to write their answers in Manila paper
and post their outputs on the board to be read aloud by the group.
F. VALUING
 Appreciate the true essence of marriage.

IV. EVALUATION
Directions:
1. Differentiate love marriage and arranged marriage through a role play on how a
man and woman interact with each other (in one scenario- example: preparing
first breakfast together) during first week of their marriage life.
 2. The teacher will group the class into four (4). Teacher instructs the student to
practice within their group for 5 to 7 minutes and then they will present their
output in the class.

3. Rubrics will be posted on the board as basis for their scores.

Rubrics:
DESCRIPTORS 4 3 2 1
Situations and Situations and Situations and Situations and
CONTENT dialogue were dialogue were dialogue were dialogue were
(One scenario for imaginative, relevant and in questionable not relevant and
arrange marriage relevant and in good taste. relevance and showed poor
and another for good taste. taste. taste.
love marriage)

Students used Students used Volume and Student could

excellent adequate clarity were not be heard and
PRESENTATION volume of voice volume, clarity, difficult to hear presentation was
and and and not clear.
enunciation to enunciation. understand.
enhance
presentation.
ASSIGNMENT Role-play was Role-play was Role-play was Role-play was
RESPONSIBILTY 3 minutes or shorter than 3 shorter than 2 not presented.
longer and minutes but minutes or
presented on presented on presented late.
time. time.
Scenario:
1. The couple will spend their first night together.

2. Plans to go out of town for a weekend getaway.

3. The couple will take their first breakfast together.

V. ASSIGNMENT
Instruction:
If you were Romeo or Juliet would you follow your parents decision or would
you follow your heart? Why?

Prepared by:
Michelle E. Miro
Practice Teacher