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Sample 4as Lesson Plan English

This lesson plan is for a 9th grade English class analyzing the poem "Dream Deferred" by Langston Hughes. The plan outlines learning objectives, materials, and instructional activities. Students will interpret the poem's meaning by discussing its language in groups. They will then connect the poem to the author's background and experiences. As an application, students will create slogans about pursuing dreams and reflect on societal issues raised in the poem. The lesson aims to help students understand how literature preserves values in a changing world.

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61 views

Sample 4as Lesson Plan English

This lesson plan is for a 9th grade English class analyzing the poem "Dream Deferred" by Langston Hughes. The plan outlines learning objectives, materials, and instructional activities. Students will interpret the poem's meaning by discussing its language in groups. They will then connect the poem to the author's background and experiences. As an application, students will create slogans about pursuing dreams and reflect on societal issues raised in the poem. The lesson aims to help students understand how literature preserves values in a changing world.

Uploaded by

Ukay Finds
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DAVAO DE ORO STATE COLLEGE

LESSON PLAN
FOURTH QUARTER

AY 2022-2023
Grade 9-Palochina | 2:00 PM - 3:00 PM

CONTENT STANDARD The learner demonstrates understanding of how Anglo-


American literature and other text types serve as a means
of preserving unchanging values in a changing world; also,
how to use the features of a full-length play, tense
consistency, modals, active and passive constructions,
plus direct and indirect speech to enable him/her
competently performs in a full-length play.
PERFORMANCE STANDARD The learner competently performs in a full-length play
through applying affective verbal and non-verbal strategies
and ICT resources based on the following criteria; focus,
voice, delivery, and dramatic conventions.
LEARNING COMPETENCIES
Literature LC CODE: EN9LT-IVb-17
Analyze literature as a means of understanding
unchanging values in a changing world.

Viewing Comprehension LC CODE: EN9VC-IVb-10


Determine the relevance and the truthfulness of the ideas
presented in the material viewed.
I. LEARNING OBJECTIVES
Timeframe: 60 minutes
At the end of the lesson, the students should be able to:
1. interpret the meaning of the poem, Dreams Deferred by Langston Hughes;
2. compose a slogan about pursuing dreams in life; and
3. reflect on the particular societal issues as depicted by the poem through class sharing.
II. SUBJECT MATTER
Lesson Topic: Dream Deferred by Langston Hughes
Reference: A Journey Through Anglo-American Literature: A Grade 9 Learner’s Material
Materials: Visual aids and Students’ Learning Material
INSTRUCTIONAL DESIGN
 Prayer
 Greetings
 Checking of Attendance
 Classroom Management
 Review of previous lesson
 Sharing of Word of the Day
 Reading of Lesson Objectives

MOTIVATION: The teacher will ask the students the following:

 What are your dreams in life?


 Is there any moment in your life when you really wanted to have or do something but it was
denied?
 What are the factors that might hinder your desire in pursuing your dreams? Are there any
external reasons for not being able to achieve your dreams?

III. LEARNING EXPERIENCES

ACTIVITY
The teacher will divide the class into 5 groups. Their task will be chorale reading where they will read aloud
the poem entitled Dreams Deferred. After that, the students will read again the poem silently and carefully.
Each student will discuss his/her own interpretation about the poem with the other members of the group.

The teacher will give a word/phrase extracted from the poem. The words/phrases are the following:
-drying up -stinking -exploding
-festering -crusting over
Each group will analyze the poem focusing on how the words/phrases were used and emphasized by the
author. The teacher will randomly call a group member to share in front of the class what they have
discussed in their groups.

ANALYSIS
The teacher will elicit responses from the students using the following students:
 How do you find the poem?
 What techniques did you use in interpreting the poem?
 What are the literary devices used in the poem?
 Do you think that those words given to you are important in understanding the meaning of the poem?
Why?
 What do you think is the author’s purpose in writing the poem?

ABSTRACTION
The teacher will introduce a brief biography of Langston Hughes. Next, the students will identify the meaning
of the poem based on the author’s biography and history. After that, the teacher will sum up the students and
author’s interpretation about the poem. Lastly, the teacher will ask for any clarification and queries from the
students.

APPLICATION
With the same groups, the students will make a slogan convincing people to pursue their dreams despite of
any hindrances. Each group will choose a representative to present their output in front. The slogan will be
graded using a rubric with the indicators of (1) Appropriateness to the Theme, (2) Content, and (3) Creativity
and Uniqueness.

Note: The Rubric is attached on a separate paper.

EVALUATION
The students will write a five-sentence reflection about the social issues experienced by the author of the
poem.

Note: The Rubric is attached on a separate paper.

ASSIGNMENT
The students will read in advance the play, A Raisin in the Sun by Lorraine Hansberry.

Prepared by:

MS. LAAGAN D. BAWGLOK


Pre-Service Teacher

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