A Detailed Lesson Plan in English

Grade 9
(FOR DEMONSTRATION TEACHING)

Prepared by
ALISON JANE D. VISAYA
Student Teacher

Submitted to:
ELLEN JANE RAGASA
Cooperating Teacher

DR. PACITA M. SAMSON

College Supervisor

Date of Execution:
December 7, 2015
 I.Objectives
a)Analyze literature as a means of connecting to the world;
b)Express appreciation of sensory images; and
c)Identify literary devices from the lines of the text given.

I.Subject Matter
Topic: Romeo and Juliet (excerpt); Literary devices
Materials: laptop, graphic organizer, charts
Reference: Teachers Guide for English Grade 9 (pp. 284-295)
Learners Guide for English Grade 9 (pp. 153-159)
II.Procedure
Teacher Activity Student Activity
A.Preliminaries
1.Routine
Good morning, class! Good morning, maam!

Before we start, let us pray first.

Geraldine, please lead us the prayer. (The whole class pray.)

Now, before you sit please make sure

that your chairs are in perfect order. (The students arrange their chairs.)

Well done. You may now sit down. (The students sit.)

Class secretary, please check the

attendance today. Yes, maam.

2.Review
Did you have a great weekend, class? Yes, ma'am.

It seems that you really enojyed your

weekends. I hope you are now ready for our
lesson for today.

But before that, let's have a review of our

past lessons. What did we discuss last
meeting? Yes, Eingelo? Ma'am, we discussed about literary devices.

That's correct! And what are literary

devices, Dwyght? Ma'am, literary devices are common
structures used in writing. They make the
portrayal of human emotion rich and
expressive.
3.That's right! And what are some literary
devices that we discussed, Alta? Ma'am, some examples are similes,
foreshadowing, rhyme scheme, repetition,
oxymoron and metaphors.
Very good, Alta!

4.Unlocking of Difficulty
Look at in front, class. What do you see? A puzzle, ma'am.

Correct. Today, we are going to solve a

puzzle to unlock the video behind it.

I have a blue and a pink box here that

contains your names. If I pick your name,
answer the clue flashed on the screen and
find the word on the puzzle. If you answer
correctly, you receive a chip. Earn chips
throughout our lesson and later, at the end of
our class, you can redeem your prizes. Are
my instructions clear?
Yes, ma'am.
 Puzzle:
P E R N I C I O U S
D W R D S A F L S T
F B A N I S H G W A
D S P I L L X C B B
G B E Q V G J L M W
G F R D E A M O O Q
P U N I S H M E N T

Are you ready?

Yes, ma'am.

Let us start. For the first question:

1.to send away from a country or place
as an official punishment.

Yes, ___?

Ma'am, the answer is BANISH.

Correct! Now find the answer on the
puzzle.

Next:
2.a wound produced by a pointed object
or weapon.

Yes, ___?

Ma'am, the word is STAB.

That's right! For the third:
3.causing great harm or damage often in
a way that is not easily seen or noticed
Yes, ___?

Very good! And for the last one:

The word is PERNICIOUS.
4.a penalty inflicted on an offender
 through judicial procedure.
Yes, ___?

Excellent! Because of your help, we Ma'am, the word is PUNISHMENT.

could reveal the video behind the puzzle
now!

(Teacher plays short video.)

4.Priming/Motivation
What is the video all about, class?

It is about two people in love with each other

Correct! but their families are against their love,
ma'am.
What happened to the two lovers at the
end of the video?

At the end, they refused to follow their

That's right! Do you know which parents and chose their love for each other.
famous play has the same plot as in the But they died at the end, ma'am.
video?

What is the play's title? Yes, ma'am.

A.Lesson Proper Romeo and Juliet, ma'am.

1.Activity
Very good!

This is one of the famous scenes in William

Shakespeare's Romeo and Juliet. Last
meeting, I gave you an assignment to read
the play's excerpt on your books, am I
correct?
2.Did you enjoy the story? Yes, ma'am.

To refresh your minds, here is a short Yes, ma'am.

summary of the story. Will you read it,
Gheriel?

Summary: (Student reads the summary.)

In the town of Verona lived two
families-- the Capulets and the
Montagues-- who were enemies. Among
the Montagues was Romeo. He attended
a ball to meet his love, Rosaline, but
when he saw Juliet, he forgot everything
about Rosaline. He was asking around
about Juliet when Tybalt saw him and
prepared to fight but the elder Capulet
stopped him. Later, when Romeo found
time to speak to Juliet, he confessed his
feelings to her but he felt fear when he
found out that Juliet was a Capulet.
Romeo and Juliet sees and interacts
with their parents as figures of authority
because they were the head of the
family. But because of the distant
realtionship between Romeo and Juliet
with their parents, they rebelled and
chose love over family. Thus, the start of
the tragic fate of these two star-crossed
lovers.

To test your knowledge about the

excerpt/story, let us have a simple game.
I have a box here. This contains
questions about the text Romeo and
Juliet. As I play a music, you will pass
this box to your seatmate. When the
music stops, the student left holding the
box will pick a question and will answer
it. Is that clear?

Let us start. Yes, ma'am.

Questions:
1.What is the relationship between
Romeo and Juliet with their parents?
2.How do Romeo and Juliet interact
with their parents?
3.Are Romeo and Juliet rebellious, in
the modern sense?
4.What is Romeo's fear?
5.Who said these lines and why? Is she
a Capulet?, O, dear, account, my lie is a
foe of debt!
6.Who said these lines and why? My
only love sprung from my only hate. Too
early seen unknown and known too
late.
7. How does Shakespeare describe
Romeo and Juliet?

Expected answers:
1.Romeo and Juliet's relationship with their
parents is one of a distant relationship. They
follow their prents' commands because they
are obliged to follow.
2.Romeo and Juliet interact with their
parents as if they were figures of authority,
 which is true because they are the head of
the family.
3.Yes, Romeo and Juliet are rebellious, in the
modern sense.
4.Romeo felt a sudden fear and it was that he
fell in love with a girl from his family's
enemy.
5.Romeo was the one who said the line. He
was shocked to know that his love came
from his family's foe.
6.Juliet was the one who said the line when
she learned that Romeo was from her
family's greatest enemy.
7.Shakespeare described Romeo and Juliet
as star-crossed lovers, meaning that their fate
Very good, class. ended tragically.

1.Analysis
For us to really visualize the text, let us fill
in the graphic organizer on the board. You
answer in separate charts. Write scenes on
the play that corresponds to the senses on
the board. Work in two (2) groups. The girls
are Group Capulet and the boys are Group
Montague. The first group that finishes wins
and gets five (5) chips. Are my instructions
clear?
Yes, ma'am.
BOYS (Group Montague):

SIGHT

HEARING
TASTE

SMELL
TOUCH

GIRLS (Group Capulet):

SIGHT

HEARING
TASTE

SMELL
TOUCH

Are you ready? Let us begin!

(Students do the activity.)
SIGHT: When Romeo's eyes fell upon the
captivating beauty of Juliet, he thought of
Rosaline no more.
HEARING: Tybalt: This, by his voice,
should be a Montague.
TOUCH: Capulet:...quench the fire, the
room is grown too hot.
TASTE: Romeo: Sin fom thy sweet lips? O

Group ___ won! Let's give them a round of
applause.
Class, what does these lines show or
express?
That's right! We call these sensory images.
The words are used to let the readers feel
what is happenig in the story. Do you think
using these are important?
Why do you say so?
Correct! What else?
Very good!
trespass urged! Give me my sin again.
SMELL: The eager young Romeo tread
upon the garden, flower blooms sending a
sweet fragrance on his path below the
balcony.
(Students clap.)
Ma'am, they express emotions that appeal to
the senses of the readers.
Yes, ma'am.
Ma'am, they are important because they
make the story more interesting to the
readers.
Ma'am, they make the readers visualize the
story.

2.Abstraction
Going back to the text of Romeo and
Juliet class, if you noticed, the play is
made of rich and expressive words and
the emotions of the characters were
emphasized. What do we call them
again?
Literary devices, ma'am.
That's right! Now, let's answer a short
exercise to test if you understood it well.
All you have to do is to match the
 literary devices on the left with the
appropriate lines that will be flashed on
the screen.

A B
FORESHADOWING 1. He is like a mouse in
front of the teacher.
METAPHOR 2. He had no idea of the
disastrous chain of events
to follow.
OXYMORON 3. Roses are red
Violets are blue
Beautiful they all may be
But I love you
REPETITION 4. Today, as never
before, the fates of men
are so intimately linked.
RHYME 5. Sometimes we cherish
things of little value. He
possessed a cold fire in
his eyes. Yes, ma'am.
SIMILE 6. Henry was a lion on
the battlefield. (Students answer the exercise.)

Are my instructions clear?

Answers:
Let's start.
1.Simile
2.Foreshadowing
Let us check if your classmates' answers
3.Rhyme Scheme
are correct.
4.Repetition
5.Oxymoron
6.Metaphor

Yes, ma'am.
 Were you able to identify the literary
devices from the lines, class?
Very good. Do you now find it easier to
find these devices in literary texts?
Class, why do you think writers make
use of these devices?
That's right. What is the importance of
literary devices to every writer?
3.Generalization/Value Integration
Class, did you enjoy our lesson for
today?
Very good. Now let us review what we
have learned for today. Alexandrea, what
was the title of the play that we
discussed?
Correct! What is the play all about,
Ralfh?
That's right. What else did you learn for
today, Joseph?
Correct! What is the importance of
literary devices, Hannah?
Yes, ma'am.
Ma'am, writers use these devices so that the
story will not appear boring to the readers.
Ma'am, these devices make their literary
works creative and pick the interest of the
readers.
Yes, ma'am.
Romeo and Juliet, ma'am.
Ma'am, it is all about two young star-crossed
lovers that refused to follow what their
parents wanted just to be with each other.
Ma'am, we also learned what are the
different literary devices.
Ma'am, literary devices makes the literary
piece or writing more interesting, beautiful
and artistic. They express the emotion of the
characters well.

Very good!
What do we call lines or words in a text
that appeals to the senses of the readers?
5.Application
Now I know that you really understood
our lesson very well so it is time for our
last activity for today. We are going to
have a short role playing activity. I will
group you into four (4) groups. Here's
what you are to do: If you can see, I am
holding a box. Inside this are strips of
papers that contain situations or lines
from the play Romeo and Juliet.
Group leaders, please come in front and
pick a situation.Your group will act out
the situations that you will pick.
Sensory images, ma'am.
Situations:
1.Romeo: O, she doth teach the torches to
burn bright. Did my heart love till now?
Forswear it, sight! For me I ne'er saw true
beauty till this night.
Tybalt: Thus. By his, voice, should be a
Montague. Fetch me my rapier, boy.
Mr. Capulet: Kinsman, wherefore storm you
so?
Tybalt: Uncle, this is a Montague, our foe.
2.Romeo (to Juliet): My lips, two blushing
pilgrims, ready stand, to smooth that rough
touch with a tender kiss.
Juliet: Which mannerly devotion shows in
this; For saint's have hands that pilgrim's
hands do touch, And palm to palm is holy
palmer's kiss.
 3.Romeo: Sin from thy lips? Give me my sin
again.
Juliet: You kiss by the book.
Nurse: Madam, your mother craves a word
with you.
4.Romeo: Is she a Capulet? O dear account!
My life is my foe's debt.
Benvolio: Away, begone; the sport is at the
best.
Romeo: Ay, so I fear; the more is my unrest.

Yes, ma'am.
I will only give you five minutes to
practice and prepare. But before that, (Students practice.)
here is the rubric for your short role
play.
(Group 1 presents.)
(Teacher shows rubric.)

Are you ready, class? (Students clap.)

You can start practicing. (Group 2 presents.)

Time is up. Group 1, please present your

output now. (Students clap.)

Very good, Group 1. Class, let us give (Group 3 presents.)

them a fireworks clap.
Group 2, please present your work now. (Students clap.)

Good work, Group 2. Let us give them a (Group 4 presents.)

crocodile clap.

How about Group 3? (Students clap.)

Good job, Group 3. You deserve a Juan

dela Cruz clap.

Group 4, it is your turn now. Yes, ma'am.

Excellent job, Group 4. Let us give them

a Yes clap. Ma'am, we delivered the dialogues clearly.

Very good, class! You portrayed the

characters well and you delivered the Ma'am, we should portray the chracters
dialogues expressively. Did you enjoy correctly to show the audience the clear
the activity? message.

Class, what do you think is the key to

your successful roleplays? Yes, MJ? Ma'am, we should remember to pronounce
the words correctly and properly.
That's right. What else do we need to
remember when performing a roleplay?

Very good! What do we need to

remember when delivering character
lines?

Correct!
 I.Assessment
Holistic Rubric for Short Role Playing
Response Criteria Rating
Outstanding Clarity of dialogues and its message, ideas well-organized and 9-10
sequenced, well-performed role play
Very good Clarity of dialogues and its message, ideas are sequenced, well- 7-8
performed play.
Good Completes the task but some dialogues and messages were not 5-6
clear, some ideas organized and sequenced.
Fair Completes the task but most of the ideas are not organized and 3-4
sequenced, some participial phrases were not used correctly, used
two participial phrases
Poor Task was done for compliance only. The role play is not well- 1-2
organized and sequenced

I.Assignment
Class, you did a very good job on your short
role plays. Lets give everyone a round of
applause. (Students will clap.)

Now, I have here an unopened letter from

Romeo and Juliet and they want us to
respond to it.
Complete this chart and respond to Romeo
and Juliet's letter.
advantages disadvantages
Arranged 1. 1.
Marriage 2. 2.
3. 3.
Love marriage 1. 1.
2. 2.
3. 3.
Write your assignments on a one-half sheet
of paper, crosswise.

Are my instructions clear?

Yes, ma'am.
Pass all your assignments tomorrow. Do you
have any other questions?
None, ma'am.
If that is so, class dismissed.
Goodbye, ma'am.