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    LP_Demo teaching

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    Sharmain Lumacad

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    LP_Demo teaching

    Uploaded by

    Sharmain Lumacad
    2 views9 pages

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    © © All Rights Reserved

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    Copyright:

    © All Rights Reserved
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    2 views9 pages

    LP_Demo teaching

    Uploaded by

    Sharmain Lumacad

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 9

    December 02, 2024

    (9:45-10:45)

    A SEMI-DETAILED LESSON PLAN

    ENGLISH 9

    Content Standard: The learner demonstrates an understanding of how


    Anglo-American literature and other text types serve as means of valuing
    others and applies processing information strategies.

    Performance Standard: Students will analyze "By the Railway Side" by


    Alice Meynell, demonstrating understanding of its themes, literary devices,
    and the contrast between nature and industry. They will critically reflect on
    its message, present ideas clearly, and create thoughtful responses
    supported by evidence.

    Learning Competencies: EN9LT-IIf-15: Analyze literature as a means of


    valuing other people and their various circumstances in life.
    EN9VC-IIf-23: Share personal opinions about the ideas presented in the
    material viewed.

    I. Objectives: At the end of 45 minutes class discussion, the students


    will be able to:
    a. Read the literary text and analyze the feelings it conveys.

    b. Make judgments on circumstances in school, home, or the community.

    c. Recognize how one’s character can affect others.

    II. Subject Matter

    Topic: “By the Railway Side” by Alice Meynell


    Reference: English Quarter 2-module 1: Literature for Life

    Materials: Laptop,Television, Powerpoint presentation,Printed copies

    Lesson Proper

    A. Preparatory Activities: ( 5 minutes)


     Prayer
     Greetings and Reminders
     Checking of Attendance
     Classroom Management
     Present the Objectives

    B. Presentation of the Lesson

    1.Motivation Activity (5 minutes)

    FILL ME

    Directions: The teacher will introduce the game ‘Lore Says’. When the
    teacher says ‘up’, students remain seated. When the teacher says ‘down’,
    all students should stand up. Students who react late will be the one to guess
    the word.

    (The student will be given one minute to guess the word)

    C. Analysis (3 minutes)

    After the given activity, the teacher will ask the class with the following
    questions:

    1. How have you experienced assimilation (fitting in) in your own life, like
    at school or with friends?
    2. Who is a confidant (trusted friend or family member) in your life? What
    qualities make them special?

    D. Abstraction (15 minutes)


     Introduce the new lesson
     Give a comprehensive discussion about biographical context
    Biographical context - refers to the author’s background.

    - includes the year the text was written or


    published, and characters and situations in the text that could be
    representative of or are similar to the ones in the author’s life.

    Biographical Context: Why It Matters?

    1. Reveals Author’s Perspective: Understands author’s viewpoint and biases.

    2. Contextualizes Themes: Connects themes to author’s life and experiences.

    3. Influences Characterization: Shapes character traits and motivations.

    4. Enhances Interpretation: Adds depth and meaning to literary analysis.

    5. Provides Cultural Relevance: Connects literature to historical and cultural


    context.

    Summary of “The Scent of Apples” by Bienvenido Santos

    A young Filipino man moves to the United States to study. He feels lonely and
    homesick, missing his family and the familiar sights and sounds of his
    homeland. One day, while walking in a park, he smells the scent of apples.
    This familiar smell triggers a wave of nostalgia, transporting him back to his
    childhood in the Philippines. He recalls the apple trees in his family’s orchard
    and the carefree days of his youth. This sensory experience provides him
    with comfort and solace, easing his feelings of loneliness and displacement.
    The story explores the power of memory and the enduring connection to
    one's roots, even when physically distant.

    Author’s background

    Bienvenido Santos was a Filipino-American writer known for his poignant


    stories about the Filipino diaspora. Born in Manila, he studied in the United
    States and eventually became a prominent figure in Asian American
    literature. “The Scent of Apples” is one of his most famous works, reflecting
    his own experiences as an immigrant. The story beautifully captures the
    longing for one’s homeland and the power of memory to connect us to our
    past.
    Step 1: Understand the Author’s Background

    Who is Bienvenido Santos? A Filipino-American writer.

    What was his experience like as an immigrant? He moved to the United


    States and experienced culture shock and homesickness.

    Step 2: Connect the Author’s Life to the Story

    Homesickness: The main character in the story feels homesick, just like
    Santos did when he first moved to the US.

    Cultural Identity: The story explores the importance of Filipino culture and
    traditions, reflecting Santos’ own cultural heritage.

    The Power of Memory: The scent of apples triggers strong memories for the
    character, similar to how certain smells can evoke memories for us.

    E. Application📌( 10 minutes)

    Instruction: The teacher will divide the class into 4 groups. In 5 minutes,
    students will answer the mind map provided, analyzing how Santos’
    personal experiences as an immigrant influenced the story. And after that, 1
    representative will present it in front of the class for 2 minutes.

    GROUP ACTIVITY

    Group 1- Childhood in the Philippines

    Group 2- Immigration to the United States

    Group 3- Experiences as a Writer and Intellectual

    Group 4- Filipino cultural identity

    III. Evaluation (5 minutes)

    The teacher will give a 5 items quiz.

    Instruction: Get ¼ sheet of paper and answer the following questions


    correctly.

    1.What is the significance of the scent of apples in the story?


    A. It reminds the protagonist of his childhood in the Philippines.

    B. It symbolizes the protagonist’s love for America.

    C. It represents the protagonist’s longing for his lost love.

    D. It signifies the protagonist’s happiness in his new life.

    Answer: A. It reminds the protagonist of his childhood in the Philippines.

    2.Why does the protagonist feel a sense of nostalgia?

    A. He misses his family in America.

    B. He longs for his childhood in the Philippines.

    C. He is unhappy with his new life.

    D. He wants to forget his past.

    Answer: B. He longs for his childhood in the Philippines.

    3.What is the protagonist’s cultural background?

    A. American

    B. Filipino-American

    C. Spanish

    D. Chinese

    Answer: B. Filipino-American

    4.What event in the story triggers the protagonist’s memories?

    A. A phone call from his family

    B. A visit to the Philippines

    C. The scent of apples

    D. A letter from a friend

    Answer: C. The scent of apples


    5. What theme is explored in the story?

    A. Friendship

    B. Love

    C. Identity and Belonging

    D. Happiness

    Answer: C. Identity and Belonging

    F. Assignment/Agreement (2 minutes)

    Instruction: In a ½ crosswise, create a 2-paragraph essay about your


    favorite traditional family dish, exploring its significance in your life. Explore
    memories, cultural connections, and family traditions associated with the
    dish.

    Prepared by:

    Lore Joy C. Silva

    Student-Teacher

    Checked by:

    Darlyn T. Gonzaga

    Cooperating Teacher
    I. OBJECTIVES

    At the end of the 45-minute class discussion, the students will be able to:
    a. Define the meaning of unfamiliar terms in the speech with the aid of contextual clues.
    b. Express personal feelings about the speech through motive questions.
    c. Analyze the key themes and rhetorical devices used in the speech.

    II. SUBJECT MATTER

    Topic: "I Have a Dream" by Martin Luther King, Jr.


    References: English 9, Quarter 2 - Module 2: Speeches for Change, Pages 20-25
    Materials: Laptop, TV, printed copies of the speech excerpts
    Skills: Reading comprehension, critical analysis, rhetorical analysis, expressing opinions
    Values: Equality, justice, and hope for a better future

    III. PROCEDURE

    A. Preparation

     Greetings: The teacher greets the learners.


     Prayer: A student is chosen to lead the prayer.
     Checking of Attendance: The class monitor checks the attendance.
     Review of the Past Lesson: The teacher asks questions related to
    the previous lesson on persuasive texts.
     Present the Objectives: The teacher lets the students read the
    objectives aloud.

    Motivation
    Show an iconic photo of Martin Luther King, Jr. delivering the "I Have a Dream" speech.
    Ask students:

    1. "What do you know about Martin Luther King, Jr.?"


    2. "What does the phrase 'I have a dream' mean to you?"

    B. Unlocking of Difficulties
    Provide meanings of the following words with context clues or simple translations:
     Segregation: The enforced separation of different racial groups in a
    community.
     Oppression: Prolonged cruel or unjust treatment or control.
     Justice: Fairness or moral rightness in action or law.

    IV. PRESENTATION/DISCUSSION

    1. Introduce the speech "I Have a Dream" by Martin Luther King, Jr.
    o Discuss the historical context: the Civil Rights Movement in the
    United States.
    o Highlight its purpose: to advocate for racial equality and justice.
    2. Read an excerpt of the speech aloud (either by the teacher or through
    a recorded video).
    3. Guide students to identify key themes, such as equality, justice, and
    hope, and rhetorical devices like repetition and imagery.

    V. APPLICATION

    Reflection Questions:

    1. What do you think Martin Luther King, Jr. meant by the phrase "I have a
    dream"?
    2. How does the speech inspire hope for change?
    3. Which parts of the speech resonate with you the most, and why?
    4. If you could give a speech about a current issue, what dream would
    you share?

    VI. GENERALIZATION

    Class Discussion:
    Summarize the speech, emphasizing its key message of equality and its powerful delivery using
    rhetorical devices.

     Generalization Questions:
    1. Why is the speech still relevant today?
    2. How can the speech inspire us to create a better society?
    VII. EVALUATION

    Ask students to write a short reflective paragraph addressing the question:


    "How does Martin Luther King, Jr.'s speech inspire you to make a positive change in your
    community?"

    VIII. ASSIGNMENT

    Research another speech advocating for social change. Write a summary of its message and
    explain how it relates to the ideas presented in "I Have a Dream."

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