DETAILED LESSON PLAN IN TEACHING ENGLISH 9

I. OBJECTIVES
At the end of the lesson, the students are expected to;
a. give the meaning of the unfamiliar words through context clues;
b. share personal opinion about the ideas presented in the material viewed; and
c. perform a role play about violence

II. SUBJECT MATTER

Topic: “I Got Flowers Today” by Paulette Kelly
Reference: Lesson 4 - English Learner’s Material 9 pp. 169
www.angelfire.com/th/knowme68/flowershtml
Materials: colored paper, flower and vase, visual aid, pictures, laptop and LCD
projector
Values Integration: Suffering due to domestic violence
Skills: reading, listening, speaking, writing

III. PROCEDURE
Teacher’s Activity Students’ Activity
A. PREPARATORY ACTIVITIES
A. Daily routine
1. Prayer
2. Greetings
3. Checking of Attendance (One student will lead the prayer)
4. Review
Good morning, class!
Good morning, sir!
How are you?
We’re good, sir!
I’m glad that you’re good.

Before we proceed to our formal discussion

we will have a short review.

Are you familiar with the elements of poetry,

class?
Yes, sir!
What are they? Yes, cherry?
These are figurative language, symbols/images,
That’s right! tone/mood, persona, theme and sound devices.

These elements of poetry would be our guide

to comprehend an idea or emotion that is
being expressed in a language.
Based from your answers. I can say that you
are now ready to our discussion

b. Motivation
Class, I will show you three different pictures.
I want you to determine what these pictures
imply.

What do you think this first picture imply?

Yes, Samantha?
The picture tries to imply physical abuse. As I can
see the husband is aggressively punching or hitting
his wife’s face using his hand.
That’s right! How about the second picture?

Yes, Reyn?
The picture shows verbal abuse because the husband
is yelling at his wife which makes her embarrassed.
You got it right! How about the last picture?

Yes, Diane?
 The picture wants to convey emotional abuse
because it’s very obvious in the picture that the
husband is degrading his wife and she is getting
confused about what’s going on.

Excellent!

B. DEVELOPMENTAL ACTIVITIES
1. Presentation of the Lesson
Our lesson for today has something to do with
the pictures I have shown you earlier. Today,
class, we will discuss a poem entitled “I Got
Flowers Today” by Paulette Kelly.

Paulette Kelly is a family nurse practitioner at

Bronx, New York City. As a nurse practitioner, her
role is to organize each patient’s care. Her mother
died due to cancer that is why she was motivated to
work in oncology at Albert Einstein Hospital in
Bronx. She was never a big fan of writing which she
knew was a big component of nursing school. Aside
from that, she is widely known in her poem “I Got
Flowers Today”.
a. Unlocking of Difficulties
Before reading the poem, let us first unlock
the meaning of the unfamiliar words found in
it. These words will be your guide in
understanding the topic to be discussed. To
help you do the activity, I used the words in
sentences for context clues.

Directions:
Match the words in flowers to their appropriate
definitions written in vases.
 V. to hurt
Bruise through
speech or
actions

Choke V. to cause
to stop
breathing by
squeezing
the throat

Adj.
Sore
causing
emotional
pain or
distress

N. a
Funeral
ceremony
held for a
dead
person
 Adj.
Cruel
causing or
helping to
cause
suffering

CONTEXT CLUES
1. I don’t want to bruise anyone’s feelings. Bruise – to hurt through speech
2. Chew your food well so you don’t choke. or actions
3. I hate this feeling, I have a sore throat. Choke – to cause to stop
4. Hunger is a cruel fact of nature. breathing by squeezing
5. His cousin made the funeral arrangements. the throat
Sore – causing emotional pain or
distress
Cruel – causing or helping to
cause suffering
Funeral – a ceremony held for a
dead person
Pre-reading
Now that you already unlocked the meaning of the
unfamiliar words found in the poem, we now
proceed to the reading proper.

The poem will be read twice. One of you will read it

first. After that, I will read for the second time, ok?
Yes, sir!
So class, what are the things to remember again
when reading in front?
The things to remember when reading in front
are: stand straight, pronounce the words clearly
and read with a modulated voice.
Precisely!

b. Reading of Motive Question

As a student, how can you use your voice to stop
violence against all individuals?
(The students will read the motive question)
c. Discussion
Now, class, listen as I read the poem. You can follow
me through your eyes.
(The students will listen as the teacher reads the
poem)
For us to understand the poem, we have to analyze it
by dividing it to verses. I will group you into four.
Please count one to four. While proceeding to your
group, please move quietly.

You are going to analyze the stanza to be assigned in

your group. For group 1, stanza 1; group 2, stanza 2;
group 3, stanza 3 and group 4, stanza 4. I will give
you 5 minutes to accomplish your task. Afterwards,
one member in each group will present your analysis
in front of the class. You may now start. Is that clear,
class? Yes, sir!

Stanza 1 In the first stanza, the persona is having a first

fight. The couple was fighting and the husband
said many cruel words to the wife. The next day,
the husband sent her some flowers.

Stanza 2 In the second stanza, their fight got worse. The

husband threw the wife into the wall and choked
her. The woman woke up in the morning with a
body full of bruises but she received flowers
from her husband.

Stanza 3 In the third stanza, the husband obviously

continues to furiously batter his wife. The wife
starts to think of leaving but she weighs her
decision by the consequence. In the morning,
she received flowers again.
Stanza 4
In the last stanza, the husband excessively
batters the wife to death. In the line “If only I
had gathered enough courage and strength to
leave him…” the dead wife expressed her
regret. She knew that the husband feels sorry
because he always sent her flowers but in
 contrary, it became the death of her life. In
short, the woman died.
d. Answering of Motive Question and
Comprehension Check-up
To check if you really understand the poem, let us
answer the following questions.
Motive question:
As a student, how can you use your voice to stop
violence against all individuals?
(The students’ answer may vary)
1. Why is the poem entitled “I Got Flowers
Today”? The poem is entitled I got Flowers Today
because the woman got flowers when she died.
That’s right!

2. What does the flower symbolize based from the

poem?
The flower symbolizes death of the woman.
Very good!

3. Who is the persona in the poem?

The persona in the poem is the woman.
Excellent!

4. What is the tone of the poem? Why?

The tone of the poem is sad because the woman
died as stated in the last stanza.
You got it right!

5. What figure of speech is used in this sentence ‘It

seemed like a nightmare?
Simile
That’s correct!

6. What do you think is the purpose why she wrote

the poem?
The purpose why the author wrote the poem is
to stop violence against woman.
Correct!
 e. Generalization
Upon analyzing the poem, what do you think is its
theme?
Suffering due to domestic violence.
Very well said!

f. Application
This time, perform a simple skit on how to prevent
violence against all individuals. Your group a while
back will be your group in this activity. Your role
play should consist of two to three minutes only.
Also, I will present to you the rubrics on how your
role play will be graded.

Scoring criteria 5 4 3 2 1
Excellent Good Needs Some Need Much Not Appropriate
Improvement Improvement

Relates to audience

Role-plays scenario
w/ feeling and
expression

Presents characters
appropriately

Scale:
14-15 Excellent
10-13 Good
7-12 Needs Some Improvement
 5-9 Needs Much Improvement
1-4 Not Appropriate

IV. Evaluation
As a student, how can you prevent violence
against woman? Explain your answer in an
essay form (at least 2 paragraphs). Write it
on a ½ sheet of paper crosswise. This is
good for 10 points.
(The students will do the activity)

Features 5 4 3 2
Expert Accomplished Capable Beginner
Quality of writing Piece of written Piece was written Piece had little style Piece had no style or
in an in an interesting or voice voice
extraordinary style and voice
style and voice
Grammar, Usage & Virtually no Few spelling and A number of So many spelling,
Mechanics spelling, punctuations spelling, punctuation and
punctuation or errors, minor punctuation or grammatical errors that it
grammatical grammatical grammatical errors interferes with the
errors errors meaning

V. Assignment
Directions: Read the poem “IF” by Rudyard
Kipling in World Literature on pages 112-
115.
(The students will take note of their assignment)

Any questions, class?

None, sir!
Goodbye, everyone and have a great day!
Have a great day too!

Jayson R. Baccay
Demonstrator