2sdlp Richardcoryeng2 Bagood

Semi-detailed Lesson Plan in Grade VI
I. Objectives
At the end of the lesson, students will be able to:

 Understand the message of poetry-“Richard Cory” through reading and
differentiated activity;
 Express the emotions conveyed in the poem through differentiated
activity; and
 Create their own poem using words that expresses emotion.
Subject Matter
Literature: “Richard Cory” by Edwin Arlington Robinson

Reference:
 https://www.poetryfoundation.org/poems/44982/richard-cory
Materials:
 PowerPoint Presentation
 Laptop
 Projector
 Worksheets
 Video presentation
Value Infused: Being kind and generous to one another and always find happiness in
every little thing.
II. Procedure
A. Daily Routine
1. Greetings
2. Prayer
Dear Lord, thank you for this day. We pray that today we will learn new things. We pray for the safety of
all people. Please guide and protect us all, Amen.
3. Attendance Checking
Teacher: say what time you went to bed last night, instead of saying present whenever you are
called
4. Submission of Assignment
Teacher: Did I gave you an assignment?
Ok, kindly submit it. Just pass it forward.
5. Lesson Review
Teacher: Recall our topic last meeting by making an example about the topic
B. Motivation
Play a short video about money cannot buy happiness or everything.
 https://youtu.be/W04rbrY1zFk
Guide question:
1. What situation is shown to you?
2. What is your thought about the situation?
3. Based on the video that you have watched, what do you think is our topic for
today?
Activity 1
Show a graphic map. Group students into 3. Every activity has points.
Table for scoring:
Group Concept Map Inferring Bring Me Group Total

20 20 20 Activity 100
40
I
II
III
Teacher: I have here a concept map, where in the middle of it is written the word “MONEY”.
“MONEY”
And now, you are going to give words that you can associate with that word and explain.
Remember this is a race.
Teacher: Our new topic for today is about a poem entitled “Richard Cory” by Edwin
Arlington Robinson.
 Based on the title of the poem, what do you want to know about this chapter?
Write your questions in any available paper you have. And always remember that it is still a
race. For now, we will set aside those questions and we will go back to that after reading the
poem.
C. Unlocking Difficulties
Activity 2 Bring me!

Mechanics: The teacher will be going to ask the students to bring an item, the first group that can earned
higher points will be the group to answer the activity, the other group will also answer the activity but you
will have different points.
Instructions: MATCHING TYPE (Match the words/ phrases from column A with their corresponding
meaning in column B. Write the letter of your answer in the space provided.
Column A Column B
____1. Pavement a. sidewalk
____2. Sole to crown b. feet to head
____3. Quietly arrayed c. well dressed
____4. Clean favored and imperially slim d. clean and charming
____5. Fluttered pulses e. nervous
____6. Glittered when he walked f. shine
D. Reading a poem entitled “Richard Cory” by Edwin Arlington Robinson”.
Richard Cory
BY EDWIN ARLINGTON ROBINSON
Whenever Richard Cory went down town,

We people on the pavement looked at him:
He was a gentleman from sole to crown,
Clean favored, and imperially slim.
And he was always quietly arrayed,

And he was always human when he talked;
But still he fluttered pulses when he said,
"Good-morning," and he glittered when he walked.
And he was rich—yes, richer than a king—

And admirably schooled in every grace:
In fine, we thought that he was everything
To make us wish that we were in his place.
So on we worked, and waited for the light,

And went without the meat, and cursed the bread;
And Richard Cory, one calm summer night,
Went home and put a bullet through his head.
Questions
1. Who is the main character in the poem?
2. Who are the other characters in the poem?
3. Where does the story of the poem happened?
4. What emotion is being expressed in the poem?
5. What is the story all about?
E. Analysis
Teacher: To deepen our understanding towards the poem that we read, we will have a group
activity.
Rubrics
5 pts. 7 pts. 10 pts.

Uh-oh Getting there Well done- Score
not there yet you’ve got it
Content Lack of Enough Many
information information is meaningful
being presented being presented information
being presented
Presentation Messy Organized A well-organized
presentation presentation presentation
Teamwork No cooperation Few members All members
cooperate cooperate
Voice The speaker is The speaker is The speaker is
anxious and generally relaxed and
uncomfortable relaxed comfortable and
make eye
contact with the
members of the
class
Group 1
Use the Caterpillar technique: read the poem again and identify the series of event in the poem.
Richard 1st
stanza 4th
Cory nd
2 3rd
stanza
stanza stanza
Group 2
Using the mind map. Identify the people, places, things, imagery of the poem.
Group 3
Compare and contrast the characters in the poem using Venn diagram.
Richard Cory People in down town

F. Abstraction
 If you were Richard Cory, what would you do with your money and your life?
 What have you learned in the poem?
G. Application
Sequence the following phrases based on the poem in numbers 1-5. Write your answer on the
space provided.
___1. Every time Richard Cory went down town, he get the attention of the people around.
___2. He is nervous yet very charming every time he talked.
___3. He is like a king, a well-educated and rich man.
___4. People wished to be in his place.
___5. Because of loneliness, he killed his self.
III. Assessment
Write a short reflection about the poem.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
IV. Assignment
Instructions: Answer the question below. At least 1-3 sentences. Advance reading on the
poem entitled “Richard Cory by Simon and Garfunkel”.
Question:
 How does words that expresses emotions and feelings help in writing a poem?

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Semi-detailed Lesson Plan in Grade VI

At the end of the lesson, students will be able to:

Literature: “Richard Cory” by Edwin Arlington Robinson

Group Concept Map Inferring Bring Me Group Total

Activity 2 Bring me!

D. Reading a poem entitled “Richard Cory” by Edwin Arlington Robinson”.

Whenever Richard Cory went down town,

And he was always quietly arrayed,

And he was rich—yes, richer than a king—

So on we worked, and waited for the light,

5 pts. 7 pts. 10 pts.

Richard Cory People in down town

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