School SABLAYAN NATIONAL Grade Level GRADE 10

COMPREHENSIVE HIGH SCHOOL

Teacher ANDREW KIM S. AMBID Learning Area ENGLISH 10
GRADE 1 to 12
Teaching Dates and Time DECEMBER 06, 2018 │Thursday Quarter THIRD
DAILY LESSON
LOG 1:30-2:30 PM

I. I.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives necessary procedures must be followed and if needed, additional lessons, exercises,
and remedial activities may be done for developing content knowledge and competencies. These
are assessed using Formative Assessment strategies.’
Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.

A. Content Standard The learner demonstrates understanding of how world literature and other text types serve as
sources of wisdom in expressing and resolving conflicts among individuals, groups, and nature;
also how to use evaluative reading, listening, and viewing strategies, special speeches for
occasion, pronouns and structures of modification.

B. Performance Standard The learner skilfully delivers a speech for a special occasion through utilizing effective verbal and
non-verbal strategies and ICT resources.

C. Learning EN10V-IIIc-13.9: Determine tone, word choice, style, and theme; and
Competency/Objectives
EN10LT-IIIC-2.3: Give expanded definitions of words.
Write the LC code for each.

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to
teach in the CG, the content can be tackled in a week or two.

Song of Autumn written by Charles Baudelaire and translated to English by William Aggeler
Vocabulary Words
Four Pics-one word puzzle
Imagery Tree
III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages Pages 266-271

2. Learner’s Materials Pages 317-319

pages

3. Textbook pages

4. Additional Materials from

Learning Resource
(LR)portal

B. Other Learning Resource Laptop, Smart TV, Chalk, Powerpoint presentation, & Visual Aids

IV. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. Reviewing previous lesson or Good Morning everybody!

presenting the new lesson Good Morning Sir.
I would like to request everybody to please
stand for the prayer.

Dear Lord and Father of all,

Thank you for ways in which you provide for
us all. For Your protection and love we thank
you.
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 Help us to focus our hearts and minds now on
what we are about to learn.
Inspire us Your Holy Spirit as we listen and
write.
Guide us by Your eternal light as we discover
more about the world around us.
We ask all this in the name of Jesus. Amen.
Alright. Before you take your seat, kindly pick
out pieces of paper and candy wrappers under
your chair.

As a courtesy to everybody, please keep your

communication devices in a silent mode,
remain in your assigned seat, use polite speech
or expressions and body language and follow
the teacher’s directions.
Yes Sir.
Do you understand?

Let’s begin with the word of the day:

Antipathy (an-tip-a-thy) n. A deep-seated

feeling of dislike; aversion.

Who would like to use the word in a sentence?

“His antipathy for first wife dates back to his

divorce.”

The source of my antipathy is my ex-

husband’s new wife!

Her antipathy towards her teacher was

obvious to everyone in the classroom.

It’s a job well done! Give yourselves 5 claps.

Class, who can remember the activity that we

had yesterday?
(Students raise their hands)

Yes ___________?

In the previous activity, we have learned that

nature is like a mother to us. We have seen
Mother nature in its present condition by
watching the music video of the song
“Paraiso” sung by Smokey Mountain.
Very good.

What is the song all about? The song is all about a child’s struggles while
living in the garbage dump site.
Throughout the song the child describes the
environmental issues found in the dumpsite.
She explained that no birds dare to fly in the
dumpsite because of the worsening air
pollution.
In the end, the persona in the song pleads
people to unite and solve the problem of the
environment.
Yes. Exactly! Are there anymore concerns
regarding the song?

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 None, sir.

Great!

Task 1: FOUR PICS-ONE WORD

In this activity, you are going to identify what
idea the pictures suggest. Try to guess the
correct word by analyzing the four pictures
below. Be guided by the number of letters of the
word as indicated in the boxes. The correct answer is “Song of Autumn”

That’s right.

B. Establishing a purpose for Now, we are going to tackle a beautiful poem

the lesson written by a French author Charles Baudelaire
and translated to English by William Aggeler.

Yes Sir.

Anyway, what do you know about the author?

About the Author:

Charles Baudelaire was a notable French

poet, also known as an essayist, art critic and
pioneering translator of Edgar Allan Poe.

Being a critic and essayist, he had to write

extensively about the various luminaries of
French culture. He was known for his candid
and frank nature among his friends and
enemies.

Baudelaire is considered amongst the major

innovators of French literature and was
influenced by the earlier romantic poets of
nineteenth century.

Yes Sir.

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 Have you read the poem “Song of Autumn”?

Yes Sir.
Very good. I presume that we will be having a
smooth transition of our lesson.

This poem can be related to the condition of our

Mother Earth in this present time.

So, are you now ready?

The teacher presents the poem which has a

title “Song of Autumn” (See p. 317).
(The teacher will read the poem)

C. Presenting Task 2: HOW DO I DEFINE THEE?

examples/Instances of the Unlocking of Difficulties.
new lesson Use a dictionary and find the meanings of the
following words. Then give the extended
definition about each word using a word web.
Write each of the following words at the center
and give at least two words that are related to
it.

Plunge: /plənj/ v. jump or dive quickly and

energetically.
 Dive
 Jump
 Throw oneself

Vivid: / ˈvivid/ adj.

 Clear
 Bright
 Visual

Dismal: /dizməl/ adj.

 Depressing
 Dreary
 Dark

Atremble: / əˈtrembəl/ adj.

 Shaking
 Quaking
 Trembling

Boudoir:/ bü-ˌdwär/ n.
 A woman’s dressing room
 Private sitting room
 Bedroom

Hearth:/ härTH/ n.
Since we have unlocked some of the difficult  Fireside
terms in the poem, what do you want to know in  Brick
the story? Do you have questions in your mind  stone
that you want to ask?
(Students raise their hands)

Yes, __________?
Why the poem is entitled “Song of Autumn”?
Very sensible question. Thank you. Another.
D. Discussing new concepts The teacher will conduct an oral reading. He
and practicing new skills # 1 asks the students on the guidelines of oral
reading (expecting that a 10th grader knows it
already).
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 SONG OF AUTUMN
Soon we shall plunge into the cold
darkness
Farewell, vivid brightness of our short-lived
summers!
Already I hear the dismal sound of firewood
Falling with a clatter on the courtyard
pavements.

All winter will possess my being: wrath,

Hate, horror, shivering, hard, forced labor,
And like the sun in his polar Hades,
My heart will be no more than a frozen red
block.

All atremble I listen to each falling log;

The building of a scaffold has no duller
sound.
My spirit resembles the tower which
crumbles
Under the tireless blows of the battering
ram.

It seems to me, lulled by these

monotonous shocks,
That somewhere they are nailing a coffin,
in great haste.
For whom?-yesterday was summer; here is
autumn
That mysterious noise sounds like a
departure

I love the greenish light of your long eyes,

Sweet beauty, but today all to me is bitter;
Nothing, neither your love, your boudoir,
nor your hearth
Is worth as much as the sunlight on the
sea,

Yet, love me, tender heart! be a mother,

Even to an ingrate, even to scapegrace;
Mistress or sister, be the fleeting
sweetness
Of a gorgeous autumn or of a setting sun.

Short task! The tomb awaits; it is avid!

Ah! Let me with my head bowed to your
knees,
Taste the sweet, yellow rays of the end of
autumn,
While I mourn for the white, torrid summer!

AFTER READING…
So let’s go back to the question raised by one
of your classmates.
Why is the poem entitled “Song of Autumn”?
Yes, __________?
Very good!
The teacher asks students questions just as
follows:

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  What do autumn, summer and winter
represents?
 How would you relate the title of the
poem to what is happening now to the
Earth?
 What do the following lines suggest?
That somewhere they’re nailing a coffin, in
great haste
Sweet beauty, but today all to me is bitter
Yet, love me, tender heart! Be a mother,
Even to an ingrate, even to a scapegrace

To find out whether or not they have

understood the poem. If the result is positive,
the teacher will then proceed to the activity to
deepen the understanding of the students.
However, if the students did not understand the
poem being read, the teacher must go back to
the material and dissect each paragraph.

Integration: Why does the Philippines have two

distinct seasons only.
The teacher will present a video.
E. Discussing new concepts Task 3: LET’S DO THE TWIST
and practicing new skills # 2 In order to understand the poem more clearly
and explain its theme, I want you to study how
the writer developed the overall style of the
poem I will group the class into 4.

Accomplish the following tasks and be ready to

present a group report. But before that, let us
first identify the literary devices used by the
author.
Answers:
1. TONE: The season in ‘Autumn
Group 1: Identify the writer’s T _ _ _ . Song” represents the current
What is the attitude of the author or speaker physical and mental state of the
towards the subject? poet. The season of the autumn
represents the anxiety within the
Group 2: Next, study the author’s W _ _ _ C _
_ _ _ E. poet.
How are the words or phrases in the selection 2. WORD CHOICE: The warmth of
loaded with connotation, associations, or summer is represented as
emotional impact? You may write words happiness and joy for the poet.
associated with them in context? While winter signals cold and
Autumn dark times. “The whole of winter
Summer enters in my being-pain states the
Winter pain of winter. Winter being a
Cold darkness chilly and gloomy season, we are
Nailing a coffin able to safely make a comparison
with the poet and the season.
Group 3: Observe the writer’s S _ _ _ E in
Autumn however, is only
writing:
mentioned to described the
How did the writer develop the overall
style of the poem? (figurative sensation of being in-between
language, point of view) summer and winter.
Group 4: Identify the T _ _ _ E? 3. STYLE: The writer employed the
What is the theme exemplified in the strong use of metaphors and
poem? Theme concerns the meaning similes that use a comparison of
of the passage, the insight that an Mother Nature and the seasons
author has to offer about life itself and 4. THEME: The theme of the poem
has to do with the overall effect or revolves around the concept of
impact of a piece of writing.) seasons symbolizing life and

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 death. And we are able to make a
comparison and understand the
moral of the poem in our current
time.
Examples:
Winter strongly suggests the
concept of death, summer
symbolizes happiness and joy,
while autumn represents the
sensation of being in-between
summer and winter, a time to
change or to make-up for our
wrong decisions in order to
prevent negative things to
happen in the future.

F. Developing mastery Task 5: IMAGERY TREE Possible Answers:

Identify the sense organ use in the poem. Put it
(leads to Formative Assessment in the appropriate branch of a tree. 1. Dismal sound of firewood
3) 2. Cold darkness
3. Frozen red block
4. Tower which crumbles
5. Mysterious noise
6. Greenish light of your long eyes
7. Setting sun
8. Head bowed on your knees
9. Sweet yellow rays
10. Sweet beauty

What images are created by the writer?

(Images may be pertain to sound, touch, smell,
taste or sight)

Give ways on how we take good care of our

five senses.
G. Finding practical application How do you see that even nature has its own
of concepts and skills in daily limits? How do you deal with it?
living

H. Making generalizations and To sum up everything, what have you learned

abstractions about the lesson from the poem? What does the author is trying
to tell us?

I. Evaluating learning Task 7: LET’S CUT THEM UP

Make a shape collage representing the two
opposing ideas in the poem. Try to vividly
describe “summer” and “winter” as described in
the poem and in relation to what’s happening
to the Earth at present. You could cut out
pictures from magazines or newspapers and
paste them on an oslo paper. Be sure to form
an icon/symbol that could best represent your
response to the poem on how you perceive
nature’s limits and how you can respond to it
positively. Present it to the class and give a
short explanation.

J. Additional activities for

application or remediation

V. REMARKS

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 VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress
this week. What works? What else needs to be done to help the students learn? Identify what
help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.

A. No. of learners who earned

80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

D. No. of learners who continue

to require remediation

E. Which of my teaching
strategies worked well? Why
did these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovation or localized

materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Checked by:

ANDREW KIM S. AMBID MRS. PERLA P. GARCIA

Secondary School Teacher Officer in Charge, English Department

Inspected by:

MR. ARNALDO G. VENTURA

Principal IV, SABNAHIS

Observed by:

____________________ ____________________ ____________________