Detailed Lesson Plan in Grade 9

Voice (Grammar)

I. OBJECTIVES
At the end of the learning process the students must be able to:
1. Identify active and passive voice
2. Expand their knowledge on the grammatical voices.
3. Write active and passive voice sentences.
II. SUBJECT MATTER
Topic: Voice (Grammar)
Skills: Listening, Writing and Reading Comprehension
Values Integration:
Materials: Colored Papers, Visual Aids
Time Frame: 1 hour
References: Anglo-American Literature, pp 439, Wikipedia and Grammarmonster.com
III. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminary Activities
Good Morning class! Good Morning Sir!
Let us pray first. Mr. Ruel, please lead Our Father who art in heaven…Amen
the prayer.
Take your seat. I’m going to check your Students respond
attendance. Please say present if you
are here.
Review of the Previous Lesson
Okay class. Who can tell our topic last Last meeting, we discussed about Sorry,
meeting? wrong number.
Thank you. So what it is about? A student says something about the radio
B. Motivation play.
Very good. Now, I will let you watch a The video you showed us is about Voice in
video (titled “Passive Voice Song” by Grammar.
Rockin’ English). After your watch the
video, tell me what are your thoughts
about it.
Very well. So what about it Voice? Can
Voice have two voices. Active and Passive
someone give me another answer?
Very good. That’s what the video is all
about.
C. Presentation
Today we are going to discuss the “Voice
and the two grammatical voices.
D. Discussion
In grammatical grammar, verbs have five
Yes, Sir!
properties: voice, mood, tense, person,
and number but today we are going to
focus on the voice and two grammatical
voices, active and passive voice. Are you
guys ready?
Good, so who can tell me the definition
The voice describes the relationship
of Voice? Anyone?
between the verb and the subject.
Very good. In grammar, the voice of a
Active and Passive Voice.
verb describes the relationship between
the action or state the verb expresses
and the participants identified by its
arguments. Voice is sometimes called
“Diathesis”. What again are the two
grammatical voices that I mentioned
earlier?
Very good, so what is Active Voice?
Active Voice is means that a sentence has
a subject that acts upon its verb.
Good. What about Passive Voice?
Passive voice means that a subject is a
recipient of a verb’s action.
Very good, both of your answers are
correct. When the subject is the agent or Yes, Sir, so what about passive to active
the doer of the action, the verb is in the voice?
active voice. When the subject is the
agent or doer of the action, the verb is
said to be in the passive voice.
 For example:
The kid ate the cake.
the verb “ate” is in the active voice.
However, in this sentences:
The cake was eaten by the kid.
the verbal phrase “was eaten” is passive
 Another example:
The hunter killed the bear.
the verb “killed is in the active voice, and
the doer of the action is the “hunter”. A
passive version of the sentence is.
The bear was killed by the hunter.
where the verbal phrase “was killed” is
followed by the word “by” and then by the
 doer “hunter”
To change an active voice sentence to a
passive voice sentence:
1. Make the object of the active sentence
into the subject of the passive sentence.
2. Use the verb “to be” in the same tense
as the main verb of the active sentence.
3. Use the past participle of the main
verb of the active sentence.
An example of an active to passive
voice.
Active: People drink champagne on
New Year’s Eve.
Passive: Champagne is drunk on New
Year’s Eve.
Do you understand class?
That’s a good question. To change
passive voice to active voice, make the Yes, Sir!
agent of the sentence into the subject,
and turn the old subject into the object.
You just have to reciprocate or do the
other way around the procedure of the
active to passive voice.
Example:
Passive: The restaurant was renovated
in 2004.
Active: They renovated the restaurant in
2004.
Do all of you understand?
Very good, we can now proceed to your
activity.
E. Application
For your group activity, group yourselves
into four. You have to work with each
other to change an active voice sentence
to passive. I’ll be giving every group 5
cardstocks that contains 1 active
sentence each. Then write your answers
in a one whole sheet of paper.
F. Generalization
The active voice and passive voice
offers some great benefits. Learning
 the voice and the grammatical voices
can benefit you. You can develop your
speaking and writing skills.
08]6

IV. EVALUATION

Write 10 active voice sentences and write its passive voice form. 1 point each sentences.

Active Voice Passive Voice

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

V. ASSIGNMENT

Write a short story that has 5 active and 5 passive voice sentences. Underline
the active voice and encircle the passive voice.

Prepared by:

Marvin S. Subion
 Detailed Lesson Plan in Grade 9

Poetry

I. OBJECTIVES
At the end of the learning process the students must be able to:
1. Effectively write a poem.
2. Expand their knowledge on the features of poem.
3. Express their feelings through the recitation of poem.
II. SUBJECT MATTER
Topic: Poetry
Skills: Listening, Speaking, Writing and Reading Comprehension
Values Integration: Expressing oneself, Empathy, Externalization
Materials: Bond Papers, Visual Aids
Time Frame: 1 hour
References: Anglo-American Literature, pp 10 - 13
III. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminary Activities
Good Morning class! Good Morning Sir!
Let us pray first. Mr. Vargas please lead Our Father who art in heaven…Amen
the prayer.
Take your seat. I’m going to check your Students respond
attendance. Please say present if you
are here.
Review of the Previous Lesson
Okay class. Who can tell our topic last Last meeting, we discussed about Prose.
meeting?
Thank you. So what is prose? A student will be giving the definition of
B. Motivation Prose.
Very good. Now, I will give you a lyrics of What I noticed and I believe everybody did
a song and I want you tell me something is that the lyrics rhyme.
about it. What did you notice?
Very well. So rhyme is one of the
features of poetry. Now did you know
that the lyrics of the song are initially
made out of poems.? It’s really
interesting. Rhyme is part of our
discussion today.
C. Presentation
Today we are going to discuss the other
category of literature: Poetry. We will
tackle the definition of poetry and some
 of its features.
D. Discussion
What is Poetry? Poetry consists of poems that have
rhymes, stanzas, verses and
Indeed. Poetry is a type of literature measurement patters.
based on the interplay of words and
rhythm. It often employs rhyme and
meter (a set of rules governing the
number and arrangement of syllables in
each line). There is a similar sound between the
Now we proceed to the features of words or at the ending of the words. They
poetry. There are several features: are especially used at the end the lines of
Rhymes, Alliteration, Assonance, and poems.
Consonance and Imagery. The first one
is rhyme. Who can tell the definition of A student will raise his/her hand to give an
rhyme? example.
Very good. So remember that the rhyme
is part of what we mean when we say
poetry is musical. When the ending
sounds of words are repeated, we call it
rhyme. Rhyming words do not appear
only at the end of the lines (end rhyme)
in poems, but they may appear within the
line (internal rhyme). An example of a
rhyme in a poem is this.” Once upon a
midnight dreary, while I pondered, weak
and weary.” – The Raven by Edgar Allan
Poe. Can anyone give one more Alliteration is repetition of the same letter
example? or sound of the beginning or adjacent or
Very good example. So now, we proceed closely connected words.
to the next feature, “Alliteration”, can I
have someone in the class to share their A student will raise his/her hand and will
ideas about alliteration? be giving an example of Alliteration.
Very good, so based on the given
definition of your classmate who can give Yes, Sir!
me an example of Alliteration?
That’s a good example. So Alliteration in
literature is the conspicuous repetition of
identical initial consonant sounds in
successive or closely associated
syllables within a group of words, even
those spelled differently. As a method of
linking words for effect, alliteration is also
called head rhyme or initial rhyme. I will
give you more examples of alliteration. I
know all of you are familiar with this.
 She sells seashells by the sea-shore.
 Peter Piper picked a peck of pickled
peppers.
Another example “doubting, drearing
dreams no mortal entered dare to dream
before.” from Edgar Allan Poe’s “The
Raven”
Alliteration is meant to be more than at
tongue twister, though, it is used to
emphasize something important that a
writer or speaker would like to express.
Did everyone understand what is
Alliteration? Assonance is the repetition of vowel
Very good, we can now proceed to the sounds within words.
next feature which the Assonance. Is
there another person who can share
something about Assonance? A student will raise his/her hand and will
Good, you may take your seat. So who be giving an example of Assonance.
can give me an example of that?
Okay, very good example. So
Assonance, in poetry, it is the repetition
of the sound of a vowel or diphthong in
non-rhyming stressed syllables near
enough to each other for the echo to be
discernible. I’ll give you another
examples.
 “Hear the mellow wedding bells” by
Edgar Allan Poe
 Try to light the fire.
See the resemblance in the sounds of
words in the examples that I gave you.
Who can tell me which words resembles
the same sounds?
You got it right. Is it clear for everybody?
Can we now proceed to the next feature?
Yes, sir!
The next feature is Consonance, anyone
who can define Consonance?
it is the repetition of consonant sounds
Yes, very good. It is identified by the
 repetition of identical or similar within and at the end of the words.
consonants in neighboring words whose A student will raise his/her hand and will
vowel sounds are different. Example is be giving an example of Assonance.
coming home and hot food. Consonance
may be regarded as the counterpart to
the vowel-sound repetition known as
assonance. Who can give me an
example of this?
That’s a good example. I will give more
example
 “Rap rejects my tape deck, ejects None, sir!
projectile. Whether Jew or gentle, I
rank top percentile. Many styles,
more powerful than gamma rays. My
grammar pays, like Carlos Santana
plays.”
This lines from the song “Zealots by
Fugees” show how consonant sounds
have been used repeatedly. That is
consonance, is there any questions you
want to raise?
Okay, we now proceed to the last feature
which is “Imagery”. What comes into
your mind when you hear the word Answers of the students may vary.
imagery?
Okay good that’s a discussion class. All
of your answers are correct. In imagery,
through the words of the poet, as
expressed by the “persona” or the
speaker, the vivid images, clear sounds,
and exact feelings are clearly conveyed.
So we create a clear image of what the
content is telling us. The poets bring us
to a unique world made by him. Try to
read the “Seven Ages of Man” and
observe the image that will be formed in
your mouth. That’s it for our discussion
about the features of poetry.

E. Application
For your activity, look for two poems in
the book or in the internet. Once you
 have your poems, make a comparison
and contrast using any graphic organizer
of your choice. Consider the features that
we have discussed in answering the
activity.
F. Generalization
Poetry is a personal type writing where
words flow and carry you along the
realms of beautiful thoughts. Learning the
features of poetry is very important. To
effectively write a poem you should know
these features that we have discussed for
your audience to get and feel what they
deserve, the satisfaction when they hear
or read your poems. Give them a unique
that they could ever imagine. Bring them
into your mind.
08]6

IV. EVALUATION

Now to assess what you have learned in this topic. I want you to write a poem that
contains the features of poetry that I have discussed. Once you’re done, you will be reciting the
poem that you wrote in front of the class.

The Criteria for making a poem:

Presence of the features of poem 50%

Creativity/style and Originality 30%
Coherence of form and structure (harmony of words, presentation) 10%
Clarity of language 10%
Total: 100%

The Criteria for the delivery of the poem:

Presentation 50%
Poise and spontaneity of recitation 30%
Intonation, poetic expression and a clear insight 10%
Clarity of spoken words and diction 10%
Total: 100%

V. ASSIGNMENT

ESSAY

1. How to effectively write and deliver a poem.

2. The importance of the features of poem.

Prepared by:
 Marvin S. Subion

Detailed Lesson Plan in Grade 9

Sorry, Wrong Number

(A Radio Play) by Lucile Fletche

I. OBJECTIVES
At the end of the learning process the students must be able to:
1. Understand the unfamiliar words used in the story through context clues.
2. Know and understand the entire story.
3. Learn and apply real life values.
II. SUBJECT MATTER
Topic: Sorry, Wrong Number (A Radio Play) by Lucile Fletche
Skills: Listening, Writing and Vocabulary
Values Integration: Honesty, Kindness and Trust
Materials: Smart TV, Laptop
Time Frame: 1 hour
References: Anglo-American Literature, pp 240-252
III. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminary Activities
Good Morning class! Good Morning Sir!
Let us pray first. Mr. Dela Cruz, please Our Father who art in heaven…Amen
lead the prayer.
Take your seat. I’m going to check your Students respond
attendance. Please say present if you
are here.
Review of the Previous Lesson
Okay class. Who can recall the topic we Last meeting, we discussed about Poetry.
had last meeting? A student will be giving the definition of
Thank you. So what is Voice Voice (Grammar).
(Grammar)?
B. Motivation The video was shown to the students
Very good. Now, I will let you watch a
video from a YouTube channel called
Movieclips, what you are about to watch
right now is a clip from a movie called
“Sorry, Wrong Number (1948).
It’s a woman who’s trying to call somebody
So who can tell something about the clip
but instead overhead a conversation, a
you’ve all seen?
conversation about murdering someone.

Very good. That’s right. That woman is

 Mrs. Stevenson. The main or primary
character of the radio play that I am
going to let you hear.
C. Presentation
Now, the audio that I am going to play is Yes, Sir!
also called Sorry, Wrong Number by
Lucile Fletche. This would take a couple
of minutes, so please listen carefully
because I will ask questions and give an
activity after this audio clip. Are you
ready?
D. Discussion
Sorry, Wrong Number tells the story of
Mrs. Elbert Stevenson an invalid woman
confined to her bed, who becomes
increasingly frantic as the story
progresses. The drama begins with Mrs.
Stevenson attempting to call her
husband, who is working late. Frustrated
with the busy signal, she seeks the help
of the operator who connects her through
to what she assumes is her husband's
office phone. Instead of hearing his
familiar voice, she listens in on a
conversation where two men are plotting
a murder. The victim is a woman, home
alone, who lives near a bridge. The men
plan for the attack to take place just as
the train crosses the bridge, so the
sound will mask any screams from the
victim.

Horrified by what she hears; Mrs.

Stevenson calls the operator to demand
that she trace the source of this call. The
operator explains that only the police can
push through a request like that, and so
begins 20 minutes of calls to the police,
telephone operators, and even to the
phone company's Chief Operator as Mrs.
Stevenson attempts to alert someone to
the gravity of the situation. None of the
people she talks to will acknowledge that
she is in any danger. Meanwhile, the
audience learns that Mrs. Stevenson has
been confined to her bed for 12 years
with anxiety issues. No one on the phone
has the answers she's seeking and her
anxiety mounts, building suspense that
her health may be at risk. The drama
culminates in a scene were Mrs.
Stevenson becomes certain that she's
the target of the murder; after all, she
lives near a train that crosses a bridge,
and when she hears that her husband
has left town on business, she knows
that she will be at home alone at the
designated time for the attack. In the final
minutes she hears an intruder listening
on the downstairs phone, and then she
picks out footsteps coming up the stairs.
She hastily calls the police for help, and
just before they answer the phone, her
terrified screams let the audience know
that she has been caught by the killer.

The drama ends when the police ask

about the nature of the caller's
emergency. The killer picks up the
phone, explains that he's fine, and says
that he never meant to dial the police. He
apologizes for dialing a wrong number
and hangs up.

I will ask some questions and call

somebody to answer it.
 Which part of the story can you find
heightened tension and suspense?
What is its effect on you?
 Was Mrs. Stevenson able to connect
help?
 Would you be willing enough to face
danger just to help somebody in
 trouble? Explain your answer.
All your answers are right. So we will
now proceed with your group activity.
E. Application
For your group activity, group yourselves
into 5 groups.
 Describe the characters by putting
traits on the strands

F. Generalization
The main character has been isolated
due to her nervous condition, and the
telephone promises a connection with the
outside world; but instead of providing
her with comfort and security, it only
leads to frustration. When read in this
light, the play is one about the limitations
of technology. The technology back then
is less compared to the technology today.
v

08]6

IV. EVALUATION

Testing your vocabulary:

Give the meaning of the underlined words in the sentences. Write it in a one whole sheet
of paper.

1. Mrs. Stevenson is identified as a querulous and self-centered neurotic.

2. She became imperious when she could not connect to the number she dialed.
3. When she dialed again, she only got a bland buzzing signal and heard the
conversation on the cross line.
 4. The telephone operator’s failed attempts to connect to her husband’s office
number unnerved her.
5. She gave a highhanded reply when she sensed Sgt. Duffy did not take action on
her complaint.

V. ASSIGNMENT

Read again and listen to the radio play once more. Focus on the features of one-
act radio play—delivery of the lines, the tone of the voice of the characters, and the
sound effects used. Explain their importance to the play.

Prepared by:

Marvin S. Subion
 Detailed Lesson Plan in Grade 9

If (Rudyard Kipiling)

I. OBJECTIVES
At the end of the learning process the students must be able to:
1. Identify active and passive voice
2. Expand their knowledge on the grammatical voices.
3. Write active and passive voice sentences.
II. SUBJECT MATTER
Topic: If (Rudyard Kipling)
Skills: Listening, Writing and Reading Comprehension
Values Integration:
Materials: Handouts, Chalkboard
Time Frame: 1 hour
References: Anglo-American Literature, pp 105-107
III. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminary Activities
Good Morning class! Good Morning Sir!
Let us pray first. Ms. Gomez, please lead Our Father who art in heaven…Amen
the prayer.
Take your seat. I’m going to check your Students respond
attendance. Please say present if you are
here.
Review of the Previous Lesson
Okay class. Who can me tell our topic Last meeting, we discussed about Sorry,
last meeting? Wrong Number.
Thank you. So what was it about? A student will say something about the
Very good. radio play.
B. Motivation
Before we start our discussion, I would
like all of you to form a group of 5 and
take turns in sharing your thoughts,
feelings, and experiences that relate to
the following quotation.
“React positively to life by looking for
ways to make your life better if not the
best.”
Once you are done, a member of the
group will briefly explain your answers in
front of the class. Answering shall only
 take 5 minutes and 5 minutes also for the
presentation of all the group.
(After presentation)
Job well done everyone, you all did well.
C. Presentation
Today we are going to discuss the poem
written by Rudyard Kipling. The poem is
titled “If”. Can someone please recite the
poem in the class? Mr. Cruz, will you
recite the poem please
Please listen to Mr. Cruz because I have
question to be asked and you all have an
activity to be done after the discussion.
D. Discussion
“If” by Rudyard Kipling: About the poem.
The poem ‘If’ by the India-born British
Nobel laureate poet Rudyard Kipling is a
poem of ultimate inspiration that tells us
how to deal with different situations in life.
The poet conveys his ideas about how to
win this life, and after all, how to be a
good human being.
The poem, written in 1895 and first
published in ‘Rewards and Fairies’, 1910
is 32 lines long with four stanzas of eight
lines each. It is a tribute to Leander Starr
Jameson. The poem is written in the form
of paternal advice to the poet’s son, John.
What is the theme of the poem, anyone?
Very good, your answer is right. For the
theme, as already told, the poem
basically tells us the conditions that we
should meet to succeed in life and make
this life happy and a beautiful one.
What about the construction of
sentences? What type of a sentence was
used in the poem? Anyone?
That’s right, the whole poem is written in
a single complex sentence. So all the
subordinate clauses begin with ‘if’ and the
main clause concluding the entire theme
comes at the end, and the poem ends
 with a full stop.
This structure of the poem was important
to achieve the conditional goal. The poet
speaks of the achievement at the end,
after discussing all the requirements to
reach there. This structure is actually
symbolic in suggesting that you can get
the rewards only after you have fulfilled
the preconditions. Moreover, this makes
the readers eager to know what would
happen when we meet all these
conditions, thus retaining the curiosity
and interest till the end.
And, as the main theme of the poem is a
combination of so many if’s, the title ‘If’ is
an apt one for the poem
E. Application
For your group activity, form two big
groups.
 Below are lists o of sentences and find
out which of them are clearly described
by the following definitions.
1. It means “misfortune” or “bad luck”
2. In other words, they are your “enemies”
or “opponents.”
3. It means “stack” or “bundle.”
4. They are called “pretenders” or “fakes”.
5. They are also called the “playing cards”
6. It means “strength.”
7. This means “to bow” or “to bend”
8. It is a “trick” or “setup” or “deception”
9. This calls for “good quality” or “morally
good”
10. In other words, these are your
“achievements”, “accomplishments”, or
“successes”
 Take turns in identifying each of these
words in a minute.
 Each correct answer will be given a
corresponding point.
 The group to come up with the most
 number of points wins.
F. Generalization
It emphasizes in the poem that it is
important to dream and have an
imagination, but control of one's
imagination is necessary, as well, for one
must be realistic: If you can dream--and
not make dreams your master… things
you gave your life to, broken, and bend
down to pick them up and build them up
with worn-out tools.
08]6

IV. EVALUATION
 Read the poem once more to find its meaning.
 Remember that the poem is divided into four parts. Find out how each part suggests
something or someone in real life.
 Pick out lines that clearly suggest such.
 Complete the following table with entries called for.

Part of the poem What is suggests Words, phrases, or lines that

clearly suggest meaning

V. ASSIGNMENT
Create a 1000-word essay about the insights on how to make life better if not the best.

Prepared by:

Marvin S. Subion

Student Teacher

Detailed Lesson Plan in Grade 9

Literary Devices (Figures of Speech and Patterns)

 I. OBJECTIVES
At the end of the learning process the students must be able to:
1. Know what the different literary devices are
2. Differentiate one literary device from the others
3. Apply the knowledge and create stories using the literary devices
II. SUBJECT MATTER
Topic: Figures of Speech (Simile, Foreshadowing, Oxymoron, Metaphor)
Patterns (Rhyme, Repetition)
Skills: Listening, Writing and Reading Comprehension
Values Integration: Creativity,
Materials: Visual Aids, Handouts, Smart TV, Laptop
Time Frame: 1 hour
References: Anglo-American Literature, pp 293-295
III. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preliminary Activities
Good Morning class! Good Morning Sir!
Let us pray first. Ms. Mondragon, please Our Father who art in heaven…Amen
lead the prayer.
Take your seat. I’m going to check your Students respond
attendance. Please say present if you
are here.
Review of the Previous Lesson
Okay class. Who can me tell our topic Last meeting, we discussed about a poem
last meeting? written by Rudyard Kipling.
Thank you. So what was it all about? A student will say something about the
Very well poem.
B. Motivation
Before we commence with our lesson for
today, group yourselves into five and
then I will be presenting you texts which
you need to analyze and extract the
differences and observations you see in
its contents. After doing so, present it to
the class.
Job well done everyone, you all did a
great work.
C. Presentation
Literary devices are common structures
used in writing. These devices can be
either literary elements or literary
 techniques.
D. Discussion
Similes are one of the most commonly
used literary devices; referring to the
practice of drawing parallels or
comparisons between two unrelated and
dissimilar things, people, beings, places,
and concepts. Similes are marked by the
use of the words ‘as’ or ‘such as’ or ’like.’
Example: He is like a mouse in front of
the teacher.

Foreshadowing refers to the use of

indicative words/phrases and hints that
set the stage for a story to unfold and
give the reader a hint of something that is
going to happen without revealing the
story spoiling the suspense.
Foreshadowing is used to suggest an
upcoming outcome to the story.
Example: He had no idea of the
disastrous chain of events to follow.

Rhyme scheme is the practice of

rhyming words placed at the end of the
lines in prose or poetry. Rhyme schem e
refers to the order in which particular
words rhyme. If the alternate words
rhyme for the lines 1 and 3 and “b” is the
rhyme affected in the lines 2 and 4.
Example:
Roses are red (a)
Violets are blue (b)
Beautiful they all may be (c)
But I love you (b)
The above is an “a-b-c-b” rhyme

Repetition is just the simple repetition of

a word, within a sentence or a poetical
line, with no particular placement of the
words. This is such a common literary
device that it is almost never even noted
 as figure of speech.
Example: Today, as never before, the
fates of men are so intimately linked.

Oxymoron is significant literary device

as it allows the author to use
contradictory, contrasting, concepts
placed together in a manner that actually
ends up making sense in a strange, and
slightly complex manner. An oxymoron is
an interesting literary device because it
helps to perceive a deeper level of truth
and explore different layers of semantics
while writing.
Example:
Sometimes we cherish things of little
value.
He possessed a cold fire in his eyes.

Metaphor are one of the most

extensively used by way of another. In a
metaphor, one subject is implied to be
another so as to draw a comparison
between their similarities and shared
traits.
Example: Henry was a lion on the
battlefield.
E. Application
Make literary pieces in each of the literary
devices.
F. Generalization
Literary devices are encompassed in the
richness of the English language due to
its vast scope of expressiveness. These
are important tools in the portrayal of
human emotions. Such application is also
fundamental in the broadening of human
creativity and imagination, molded in the
aesthetic linguistic capacity.
08]6

VI. EVALUATION
 Match the literary devices on the left with its appropriate example line on the right.

1. Simile Parting is such a sweet sorrow

2. Foreshadowing Oh loving hate

3. Rhyme’ Romeo, Romeo

4. Repetition Where art thou Romeo?

5. Oxymoron My life is a foe of debt!

6. Metaphor “And to ‘thy go like lightning”

Romeo: By some vile forfeit of the untimely

death

VII. ASSIGNMENT

Search and read for literary pieces by well-known authors and highlight the texts that
used the above mentioned literary devices and identify the literary devices utilized.

Prepared by:

Marvin S. Subion
 Semi-Detailed Lesson Plan in English for Academic and Professional Purposes

Reading Texts Critically (Critical Reading)

I. OBJECTIVES
At the end of this lesson, the students should be able to:
1. Explain what critical reading is
2. Annotate, outline, summarize, and question the writers claim in a text
3. Analyze a text by applying the different ways in reading critically

II. SUBJECT MATTER

Topic: Reading Texts Critically
Lesson: Critical Reading
Materials: Handouts, Laptop, Smart TV, Chalkboard
References: English for Academic and Professional Purposes, pp 11

III. PROCEDURE
A. Review
The class will recall the lesson discussed last meeting
The teacher will ask series of questions to test the students’ memory
B. Motivation
The teacher will present sets of news articles and images
The students will have to guess whether what is shown is factual or fake
C. Activities
The teacher will divide the class into two groups
Each of the groups will have to scrutinize the given articles/texts by the teacher
The teacher will check whether the outputs are correct
D. Abstraction
Proceed to the next lesson which is Reading Texts Critically
Check the students’ background knowledge and experience on Reading Texts
Critically
Define and demystify Critical Reading
Discuss Critical Reading and decipher its scopes, entailments and composition
E. Application
The students will surf the net to search for fake news and will find the true version

IV. ASSESSMENT
The teacher will give three sets of separately categorized assessment tests

V. ASSIGNMENT
The students will look for the top five biggest and scandalous fake news. In
correspondence, the students will also have to search for the five most shocking
truths (factual news)

Prepared by:

Marvin S. Subion
BSEd-English