Name: Laarni L.

Collantes
Section: 2B-1/Bsed-English

I. Topic: “A Psalm of Life” by Henry Wadsworth Longfellow

Objectives:

1. Identify the literary devices used in the poem

2. Read the poem and analyze the author ‘s intentions and viewpoints reflected
in the piece
3. Point out the values learned from the poem
4. Perform a poem reading
5. Show cooperation and unity in performing group tasks

II. Target Level/ Grade 9

Lesson: “A Psalm of Life” by Henry Wadsworth Longfellow

IV. Nine events of Instruction

a. Gaining Instruction
For you, what is your meaning of life? How do you live your
life?

Choose any quotation about life and explain it.

a. Buddha: ―Do not dwell on the past, do not dream of the future, concentrate the
mind on the present moment.
b. Cesare Pavese: ―We do not remember days, we remember moments.
c. Seneca: As long as you live, keep learning how to live.
d. Hippocrates: ―The art is long, life is short.
e. Lou Holtz: ―Life is ten percent what happens to you and ninety percent how
you respond to it.
b. Informing the learner objective

View a video clip on the life of Henry Wadsworth Longfellow. List down the
important information about the author based on what you have watched.

Source: https://www.youtube.com/watch?v=DsKJom0yKnQ

Listen to the poem ―A Psalm of Life‖ by Henry Wadsworth Longfellow.

Source: https://www.youtube.com/watch?v=iSXb1vjhmEA

C. Recalling of Information.

The teacher will raise a question about the previous lesson about SOUNDS AND
SENSE .

D. Presenting New Material

The teacher will discuss the of words, phrases, and lines that convey sound, feeling,
and meaning.

E: Providing Learning Guidance

 The teacher guides the students on how to Identify the rhyming words and the rhyme
scheme used by each stanza.

Stanza Rhyming words Rhyme Scheme

1    

2    

3    

4    

5    

6    

7    

8    

9    

F. Eliciting Performance: FIGURES OF SPEECH

The students will make a list the figures of speech used in the poem and opposite it
gives the exact lines taken from it.
  Figures of Speech         Lines from the Poem
1.           1.

2.             2.

3.             3.

G.Providing feedback about the Performance

The teacher will give the corresponding points for the performance of the students.

H. Assessing Performance
 The teacher will explain the following activity and the students will going to discuss with three
or four of your classmates what you like about to the following then share to the class.
Title of the poem  

Its subject  

The poem‟s mysteriousness  

The way the words appear on the page  

The mood the poem puts you in  

What it makes you remember  

J: Enhancing Retention and Transfer

SMALL GROUP DIFFERENTIATED WORK

Work in 6 groups. With your groupmates, read the poem aloud and
perform your assigned task.

Group 1

Look for words in the poem which are opposite in meaning to each of the

Group 2

Discuss your answers to the following questions.

 What according to the poem is our ―destined end‖ or purpose? ü Is the poem
morally uplifting and sentimental? Prove your point.
  How can one be man according to Longfellow?
 What conditions are suggested by the persona/speaker in order for anyone to
become a man? Recite lines that illustrate each condition?

Group 3

Think about:

 what the speaker says life is not.

 the command, ―Act, act in the living present.‖ ü the last four lines of the
poem.
 the quotation you choose as closest to your philosophy in life.
 why the poem is an inspirational one.
 how the poem celebrates the gift of life?

Group 4

Which of the line suggests?

 People should continue to appreciate life on earth as very important and real
 A time to act is NOW, to make spiritual, moral, and intellectual marks in this
world
 People not to waste the short time that they have
 Act as heroes amidst the earth ‘s strife
 Work toward personal achievement

Group 5

Share your answers to the following questions:

 Do you believe that Longfellow has a strong view of life?

 How does Longfellow ‘s view of life compare with your own view?
 Point out the lines in the poem that:
- show Longfellow has a strong optimistic view of life
- you think young people might or might not agree with
   PHILOSOPHY IN LIFE
Longfellow’s View My View Results
     

Group 6

What are the values expressed in the poem? Do the people still share the values
expressed in the Psalm of Life? Prove it.

____________________________________________________________________________

Laarni L.Collantes