Balcony Scene 3 3rd

School Ransohan Integrated School Grade Level Grade 9
DETAILED
DAILY LESSON Teacher RACHELLE D. MONZONES Learning Area English
PLAN Date and Time Quarter Third
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of
connecting to the world; also how to use ways of analyzing one-act play and different forms of verbals for him/her to
skillfully perform in a one-act play.
B. Performance Standards The learner skillfully performs in one-act play through utilizing effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice, Delivery, and Dramatic Conventions.
C. Learning Competencies/ 1. Explain the literary devices used EN9LT-IIId-20.2

Objectives 2. EN9LT-IIId-2.1.5: Express appreciation for sensory images used
II. CONTENT THE BALCONY SCENE ( continuation )
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages A Journey to Anglo-American Literature (TG pp. 161-165)
2. Learner’s Material A Journey to Anglo-American Literature (LM pp. 308-326)
3. Textbook Pages
4. Additional Materials from Visual aids -Pictures of the Balcony scene, word search puzzle, rubric for grading the presentation
Learning Resources
B. Other Learning Resources http://www.oktheatre.org/sites/octa/uploads/documents/Worksheets/Theatre_Words_Word_Search_Scramble.pdf

http://webdelprofesor.ula.ve/humanidades/azapata/materias/phonetics_1/intonation_exercises
www.google.com.ph/search?q=flip+book&source
IV. PROCEDURES
A. Establishing a purpose for Using the Objective board, the teacher will read and will explain the objectives of the lesson.
the lesson
1. Explain the literary devices used
2. Identify the correct sequence of events
3. Express appreciation for sensory images used
A. Discussing new concepts

Make them be familiar to the figurative languages used in the selection.
and practicing new skill #2
Figurative Languages
Shakespeare’s characters often use figurative language to elaborate upon ideas and amplify imagery. In
this lesson you will learn some of the figurative language which were used in the story “Romeo and Juliet”.
1. Apostrophes an address to someone who is absent and cannot hear the

speaker, or to something nonhuman that cannot understand what is said. An apostrophe allows the speaker to think
aloud, and reveals those thoughts to the audience.
2. Metaphor: a comparison of two things that are basically dissimilar in which one
is described in terms of the other.
3. Personification: a figure of speech in which an object, abstract idea, or animal

is given human characteristics.
4. Hyperbole: exaggeration for emphasis; overstatement.
5. Understatement: the opposite of hyperbole, to make little of something important.
Let them accomplish the task.

Directions: Write the following example line to its appropriate literary device in the graphic organizer.
1. “Come, night; come, Romeo; come, thou day in night”

2. “I am no pilot; yet, wert thou as far/As that vast shore wash’d with the farthest sea,/I would adventure1 for such
merchandise.”
3. “Every cat and dog/and little mouse, every unworthy thing, Live here in heaven and may look upon/her.”
4. “So tedious is this day/As is the night before some festival/To an impatient child…”
5. But, soft! what light through yonder window breaks? It is the east, and Juliet is the sun.
6. Mercurio tells Romeo that his wound is “a scratch, a scratch”
(Do this for 10 minutes) (Inquiry-based Approach)

Tell them to arrange the following events.
a. Reminisce and Schematize
Directions: Arrange the sequence of the following events by writing your answer in the opposite column. The ending is already
given
Juliet’s nurse calls her. 1.
Romeo tells Juliet to contact him by nine o’clock. 2.
Juliet calls Romeo’s name. 3.
Romeo leaves and Juliet goes to bed. 4.
Romeo enters the garden below Juliet’s window. 5.
Juliet tells Romeo that she loves him. 6.
Juliet says goodnight and Romeo climbs back down. 7.
Juliet hears Romeo and he climbs up to her balcony. 8. Romeo leaves and Juliet goes to bed.
b. Image Tree
Let us identify the imagery used by William Shakespeare in the balcony scene of Romeo and Juliet by completing the imagery tree below.
(Do this for 15 minutes) (Inquiry-based Approach)

Balcony Scene 3 3rd

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School Ransohan Integrated School Grade Level Grade 9

C. Learning Competencies/ 1. Explain the literary devices used EN9LT-IIId-20.2

II. CONTENT THE BALCONY SCENE ( continuation )

III. LEARNING RESOURCES

1. Teacher’s Guide Pages A Journey to Anglo-American Literature (TG pp. 161-165)

2. Learner’s Material A Journey to Anglo-American Literature (LM pp. 308-326)

B. Other Learning Resources http://www.oktheatre.org/sites/octa/uploads/documents/Worksheets/Theatre_Words_Word_Search_Scramble.pdf

A. Discussing new concepts

1. Apostrophes an address to someone who is absent and cannot hear the

3. Personification: a figure of speech in which an object, abstract idea, or animal

Let them accomplish the task.

1. “Come, night; come, Romeo; come, thou day in night”

(Do this for 10 minutes) (Inquiry-based Approach)

Romeo tells Juliet to contact him by nine o’clock. 2.

Juliet calls Romeo’s name. 3.

Romeo leaves and Juliet goes to bed. 4.

Romeo enters the garden below Juliet’s window. 5.

Juliet tells Romeo that she loves him. 6.

Juliet says goodnight and Romeo climbs back down. 7.

(Do this for 15 minutes) (Inquiry-based Approach)

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