Southern Christian College

United Church of Christ in the Philippines

Quezon Avenue, Poblacion 5, Midsayap, Cotabato

A Detailed Lesson Plan in English for Grade 9

(December 7, 2023 | 8:30 AM - 9:30 AM)

Learning Competencies:
The learner:
a. Analyze literature as a means of understanding unchanging values in
the VUCA (volatile, uncertain, complex, ambiguous) world
I. Learning Outcomes
At the end of the lesson, the learners are expected to:
a. demonstrate comprehension of the selected literary piece,
b. interpret and analyze the meaning of the poem; and
c. write a 100-word essay about why we need to carefully analyze the
message of each stanza of the poem.
II. Subject Matter
a. Topic: Analyze Literature as a Means of Understanding Values in the VUCA
World (Volatile, Uncertain, Complex, Ambiguous)
b. Materials: Laptop and Smart TV
c. Reference/s:
Online references:
https://www.litcharts.com/poetry/robert-browning/my-last-duchess
https://www.litcharts.com/poetry/william-shakespeare/sonnet-29-
when-in-disgrace-with-fortune-and-men-s-eyes#:~:text=Self
%2DPity%2C%20Isolation%2C%20and,%2C%20successful
%2C%20and%20beautiful%20people.
https://www.sparknotes.com/shakespeare/sonnets/section2/
III. Procedure

A. Activities (Preliminary)

Teacher’s Activity Student’s Activity

a. Prayer
Good Morning, class! Requesting everyone - Good Morning, Ma’am! (The
to please settle down in 5, 4, 3, 2, 1. students proceed to follow
instructions)
- Secretary, please tell us the name of the
prayer leader and the one assigned for the
 recap today. - (Class secretary calls the name of
the assigned students. Learner
- Okay ______. Let us pray. proceeds in front to lead the prayer.)
- Amen
- (Almighty God, we love you with
- You may now take your seats. To the one in all our hearts and minds…)
charge for the recap, please proceed here in - Amen
front.
- (student follows instructions and
- Thank you. gives a recap about previous lesson/
activity)
b. Greetings
- Again, Good morning everyone. How are
you today?

- I’m glad to know that. -We’re good ma’am.

c. Bible verse

- Let us now have our bible verse. Everyone,

please read in 3, 2, 1.
"In this world, you will have trouble. - (leaners read the Burning Bush
But take heart! I have overcome the world." Speaks)
(John 16:33)

Guided questions:
1. What do you think is the bible verse trying to
imply?

I will give you 5 minutes to think and after that,

we will share our answers in the class, is that
understood?
- Okay. You may now start answering.
- Yes, Ma’am
B. Analysis of the Activity

Teacher’s Activity Student’s Activity

- (After 5 minutes) - (Students share their answers to the
-Okay, Papers up. Please share your answers. class)

- ANSWER: The Bible verse, John 16:33,

suggests that while challenges and difficulties are
inevitable in the world, individuals should find
comfort and courage in the belief that the speaker
(presumably Jesus) has triumphed over the world,
offering hope and resilience in the face of
adversity.

- Very Well! Your answer is all correct/ Let us

give ourselves ten claps.

- Learning Outcomes
- (learners read the learning
- Here are our learning outcomes, everyone outcomes)
please read…

At the end of the lesson, the learners

are expected to:
a. demonstrate comprehension of the
selected literary piece,
b. interpret and analyze the meaning
of the poem; and
c. write a 100-word essay about why
we need to carefully analyze the
message of each stanza of the
poem.

- Who among you have any idea about (the student has share his/ her idea)
Sonnet 18 and 29 by William
Shakespeare?

- Very Good! Your answers are all correct!

Now, let’s discuss about Sonnet 18 and 29
by William Shakespeare. Also, the My
 Last Duchess by Robert Browning (student read the content in the slide)

- Everyone please read the content of the

slide.

Unlocking of Terms:
Thou - archaic or dialect form of you, as the
singular subject o f a verb
Temperate – being calm reasonable
Hath - archaic third person singular present
of have
Complexion - the general aspect or character of
something
Dimmed - make or become less bright or distinct.
1
Sonnet XVIII
by William Shakespeare
Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date;
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,

By chance or nature’s changing course untrimm'd;

But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow’st;
Nor shall death brag thou wander’st in his shade,
When in eternal lines to time thou grow’st:
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee. (the student start answering)

Answer the following:

1. What are the things that the speaker in the
sonnet talks about?
2. What does the speaker compare?
3. What feelings or emotions may be gleaned
from the sonnet?
4. Which of the two things that the speaker
compared seemed better? Why?
 5. What does the final quatrain reaffirm?

2
Sonnet XXIX
by William Shakespeare
Unlocking of Terms:
• Disgrace - loss of reputation or respect as
the result of a dishonorable action.
• Outcast - a person who has been rejected
by society or a social group
• Possessed - influenced or controlled by
something
• Desiring - strongly wish for or want
• Haply - by chance, luck, or accident.
• Sullen - a sulky or depressed mood.
• Scorn - feel or express contempt
or derision for
Sonnet XXIX
by William Shakespeare
When, in disgrace with fortune and men’s eyes,
I all alone beweep my outcast state,
And trouble deaf heaven with my bootless cries,
And look upon myself and curse my fate,
Wishing me like to one more rich in hope,
Featured like him, like him with friends possessed,
Desiring this man’s art and that man’s scope,
With what I most enjoy contented least;

Yet in these thoughts myself almost despising,

Haply I think on thee, and then my state,
Like to the lark at break of day arising
From sullen earth, sings hymns at heaven’s gate;
For thy sweet love remembered such wealth
brings
That then I scorn to change my state with kings.

Answer the following: (the student start answering)

1. What feelings can be felt in the last six
lines of Shakespeare’s Sonnet 29?
 2. Which line shows the feeling of
worthlessness?
3. Which line shows the feeling of being
overshadowed by others?
4. What ideas are related to the poet’s
thoughts and feelings?
5. What is the overall mood of the sonnet?
Justify your answer.

3
My Last Duchess
by Robert Browning

Unlocking of Terms:
Duchess - a woman holding a rank equivalent to
duke in her own right
Countenance - person's face or facial expression
Durst - archaic or regional past of dare
Trifling - unimportant or trivial
Munificence - the quality or action of
being lavishly generous; great generosity
Avowed - that has been asserted, admitted, or
stated publicly

My Last Duchess
by Robert Browning
That’s my last Duchess painted on the wall,
Looking as if she were alive. I call
That piece a wonder, now; Fra Pandolf’s hands
Worked busily a day, and there she stands.
Will’t please you sit and look at her? I said
“Fra Pandolf” by design, for never read
Strangers like you that pictured countenance,
The depth and passion of its earnest glance,
But to myself they turned (since none puts by
The curtain I have drawn for you, but I)

And seemed as they would ask me, if they durst,

How such a glance came there; so, not the first
Are you to turn and ask thus. Sir, ’twas not
 Her husband’s presence only, called that spot
Of joy into the Duchess’ cheek; perhaps
Fra Pandolf chanced to say, “Her mantle laps
Over my lady’s wrist too much,” or “Paint
Must never hope to reproduce the faint
Half-flush that dies along her throat.” Such stuff
Was courtesy, she thought, and cause enough

For calling up that spot of joy. She had

A heart—how shall I say?— too soon made glad,
Too easily impressed; she liked whate’er
She looked on, and her looks went everywhere.
Sir, ’twas all one! My favour at her breast,
The dropping of the daylight in the West,
The bough of cherries some officious fool
Broke in the orchard for her, the white mule
She rode with round the terrace—all and each
Would draw from her alike the approving speech,

Or blush, at least. She thanked men—good! but

thanked
Somehow—I know not how—as if she ranked
My gift of a nine-hundred-years-old name
With anybody’s gift. Who’d stoop to blame
This sort of trifling? Even had you skill
In speech—which I have not—to make your will
Quite clear to such an one, and say, “Just this
Or that in you disgusts me; here you miss,
Or there exceed the mark”—and if she let
Herself be lessoned so, nor plainly set

Her wits to yours, forsooth, and made excuse—

E’en then would be some stooping; and I choose
Never to stoop. Oh, sir, she smiled, no doubt,
Whene’er I passed her; but who passed without
Much the same smile? This grew; I gave
commands;
Then all smiles stopped together. There she stands
As if alive. Will’t please you rise? We’ll meet
The company below, then. I repeat,
 The Count your master’s known munificence
Is ample warrant that no just pretense
Of mine for dowry will be disallowed;
Though his fair daughter’s self, as I avowed
At starting, is my object. Nay, we’ll go
Together down, sir. Notice Neptune, though,
Taming a sea-horse, thought a rarity,
Which Claus of Innsbruck cast in bronze for me!

Answer the following:

1. Who is the speaker in the monologue? (the student start answering)
2. Who is the subject of his talk?
3. What does the speaker say about the
subject of his monologue?
4. What kind of a person is the speaker, as
may be gleaned from the words in the
monologue?
5. What kind of relationship did the speaker
and the subject of his talk have?

- Do you understand our lesson, class? Yes, ma’am.

Very well, students! you seem to have understood

our topic! Let us have a short review.

C. Abstraction
Teacher’s Activity Student’s Activity
- What did we discuss today? - (learner raises her/his hand and
answers.)
- Today, we discussed about Sonnet
XVIII , Sonnet XVIX by William
Shakespeare and My Last Duchess
by Robert Browning
Again, what is the title of the dramatic monologue
written by Robert Browning - My Last Duchess
How about the author of Sonnet 18 and Sonnet
29? - William Shakespeare

- Marvelous! Do you have any questions

 about today’s lesson? Did you get our
lesson? Good to hear!
- Okay, let’s test your understanding. - None.
-Yes, Ma’am

D. Application
Teacher’s Activity Student’s Activity
Directions: On a ½ sheet of paper answer the - (students follow the
following questions. instructions and start
answering)
Multiple Choice. Write only the letter of the
correct answer from the given choices.

1. It refers to make or become less bright or

distinct.
a. Complexion
b. Hath
c. Dimmed
d. Thou
2. It refers to being calm reasonable
a. Temperate
b. Hath
c. Dimmed
d. Thou
3. This means that a woman holding a rank
equivalent to duke in her own right

a. Countenance
b. Duchess
c. Thrifling
d. Durst
4. It refers to loss of reputation or respect as the
result of a dishonorable action.

a. Outcast
b. Possessed
c. Desiring
d. Disgrace
5.) What is the title of the dramatic monologue
written by Robert Browning?
a. My First Duchess
 b. My Last Duchess
c. My First Duke
d. My Only Duchess
6.) Who is the author of Sonnet 18 and Sonnet
29?
a. William Ernest Henley
b. Robert Browning
c. William Shakespeare
d. Robert White
7-10.) Give the acronym of VUCA. Volatility,
Uncertainty, Complexity, And Ambiguity.

E. Evaluation
Directions: On ½ sheet of paper, write a 100-word essay about why we need to
carefully analyze the message of each stanza of the poem?
Scoring Rubric:
Content- 15points
Grammar- 10points
Cohesiveness-5

Prepared by: Checked by:

JEAN MICHELLE D. DALINO AIRA FEB E. ARGUELLES, LPT

Pre-Service Teacher Cooperating Teacher