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The Necklace by Guy de Maupassant

What Matter Most....a sacrifice!


At the beginning of the story, the author introduces Mathilde Loisel, a middle-class girl who
desperately wishes she were rich. She's got looks and charm, but had the bad luck to be born into a
family of clerks, who marry her to another clerk, Mr. Loisel from the Ministry of Education. Mathilde is
so convinced she's meant to be rich that she pretend her real life and spends all day dreaming and
despairing about the fabulous life she's not having. She envisions footmen, feasts, fancy
jewelries,furniture's, and strings of rich young men to seduce.
For contradictions and viewpoints, let us recall the events. One day M. Loisel comes home
with an invitation to a fancy ball an invitation from his boss, the Minister of Education. M. Loisel has
gone a lot of trouble to get the invitation, but Mathilde's first reaction is to throw a fit. She doesn't
have anything nice to wear, and can't possibly go! How dare her husband be so insensitive? M.
Loisel doesn't know what to do, and offers to give his 400 francs, the money use to buy his new
shotgun. He also offers to buy his wife a new dress, so long as it's not too expensive. Mathilder asks
for 400 francs, and he agrees. It's not too long before Mathilde throws another fit, though, this time
because she has no jewels. So Madame Loisel suggests she has to see her friend Madame
Forestier, a rich woman who can probably lend her something. Mathilde goes to see Madame
Forestier, and she is in luck. Mathilde is able to borrow a gorgeous diamond necklace. With the
beautiful necklace she borrowed , she's sure to be a stunner in the party.
The night of the ball arrives, and Mathilde has the time of her life. Everyone loves her, man in
the ball lusts after her and she absolutely trilled with too much happiness and contentment. She and
her husband, who falls asleep in a corner don't leave until 4:00 o'clock in the morning. Mathilde
suddenly dashes outside to avoid being seen in her shabby coat. She and her husband catch a cab
and head home. But when they reach their home, Mathilde notices and makes a horrifying shouts!
and cried out! "the diamond necklace is gone."
Mr. loisel spends all his time, the next, and even the next week, searching everywhere in the
house, in the streets, the city for the lost necklace, but finds nothing. It's gone. So he and Mathilde
decide they have no choice but to buy a new one, a replacement of the necklace they've borrowed
to Mme. Forestier. They visit one jewelry store after another until at last they find a necklace that
looks just the same as the one they lost. Apparently, it's 36 thousand francs, which is exactly twice
the amount of all the money Mr. loisel has to his retirement. So, Mr. Loisel goes massively into debt
and buy the necklace, and Mathilde returns it to Mme. Forestier, who doesn't notice the substitution.
Buying the necklace catapults the loisel's into poverty for the next ten years. Almost ten years, they
lose their house, their maids, their comfortable simple lifestyles, and to the extent they had to work
hard all day and night just to pay all their debts, and on top of it all Mathilde loses her good looks.
After ten years, all the debts are finally paid, and Mathilde is out for a jaunt on the Champs

Elysees. There she comes across Mme. Forestier, rich and beautiful as ever. Now that all the debts
are paid off, Mathilde decides she wants to finally tell Mme Forestier the sad story of the necklace
and her ten years of poverty, and she does. At that point, Madame Forestier, shocked, reveals to
Mathilde that the necklace she lost was just a fake. It was worth only five hundred francs.

LESSON PLAN

LP- JANUARY 31 - FEBRUARY 5, 2011 ( 2nd week, 4th quarter)

4th quarter, week 3


I. Learning Objectives:
A. Focus Skill: to retell a story
B. Support Skill: to take note of details
II. Subject Matter
A. Major Concept: listening & speaking
B. Topic: Philippine story of creation
C. Interdisciplinary Concepts:
1. Across Content: Values Education
2. Function: Narrating events chronologically
D. Reference: Ventures in Communication by Flores, et al, pp. 148-149, pp. 167-171
E. Materials: visual aids (drawings, manila paper with notes
III. Procedure:
A. Daily Routine: classroom inspection, prayer, greeting, checking of attendance
B. Motivation: Ask students to identify the different Philippine mythical creatures.
1. a vampire or a werewolf
2. self-segmenter

3. witch

4. demon-infant

5. mermaid

6. merman

7. dwarf

8. female fairy

9. half man & half horse


10. tree-dwelling monster

C. Lesson Proper
1. Pre-listening
Activity 1
Storytelling is one of the oldest arts of man. Its common to all civilizations. The earliest known
stories were Egyptian and dated from 4,000 B.C. There are a lot of collections of stories from all
countries. One type of stories is the myth. Its a traditional or legendary story, usually concerning
some being or hero or event, with or without a determinable basis of fact or a natural explanation,
especially one that is concerned with deities or demigods and explains some practice, rite, or
phenomenon of nature.
Philippine literature is very rich in terms of these types of stories. Philippine mythology and
folklore include a collection of tales and superstitions about magical creatures & entities. The
diversity of Philippine mythology & superstitions is brought about by its geographical make-up: The
entire country is composed of numerous islands inhabited by several ethnic tribes. You will now listen
to a Philippine story of creation.

2. Listening
Listen closely as your teacher reads a Phil. Story of creation. Listen again, more carefully as your
teacher reads it a second time. You will answer questions about it.
Story of Creation
When the world first began, there was no land only the sea and the sky and between them was
a crow. One day this bird, which had nowhere to land, grew tired of flying around; so she stirred up
the sea until it threw its waters against the sky. The sky, in order to restrain the sea, showered upon
it many islands until it could no longer rise out instead flow back and forth, making a tide. Then the
sky ordered the crow to land on one of the islands to build her nest and to leave the sea and the sky
in peace.
Now at this time the land breeze and the sea breeze were married, and they had a child which
was a bamboo. One day when this bamboo was floating about on the water, it struck the feet of the
crow who was on the beach. The bird, angry that anything should struck it, pecked the bamboo, and
out of one section came a man and from the other a woman.
Then the earthquake called on all the birds and fish to see what should be done with these two,
and it was decided that they should marry. Many children wert born to the couple, and from them
came all the different races of people.

Activity 2
Answer the following questions: (comprehension check)
1. What 3 things existed in the beginning?
2. Why did the bird become tired?
3. Why did the bird stir up the sea?
4. How did the sky restrain the sea?
5. Why did the sea stop throwing its waters against the sky?
6. Who were married in the myth?
7. What was the child of the married couple?
8. Why did the bird peck the bamboo?
9. Who came out of the bamboo?
10. How does the myth account for the existence of the different races of people?

3. Post-listening
Activity 3
When telling a story, we observe the chronological sequencing of events. This means arranging the
events according to the time they occurred.

Arrange the following events in the Story of Creation as they happened in the story. Use numbers
only. Write 1 in the blank of the event which happened first. Write 2 to the event that followed, and
so on, etc..

One day, the bird, which had nowhere to land, grew tired of flying around, so she stirred
up the sea un until it threw its waters against the sky.

Now at this time the land breeze and the sea breeze were married, and they had a child
which was a bamboo.

Then the earthquake called on all the birds and fish to see what could be done with these
two. It was decided that they should marry.

When the world first began, there was no land, only the sea, the
sky, and between them was a crow.

One day when this bamboo was floating about on the water, it struck the feet of the crow
that was on the beach.

The sky, in order to restrain the sky, showered upon it many islands until it could no longer rise
out, instead flow back and forth, making a tide.

Then the sky ordered the crow to land on one of the islands to build her nest to leave the sea
and the sky in peace.

The bird, angry that anything should strike it, pecked the bamboo, and out of one section came
a man and from the other a woman.

From them came all the different races of people.

Many children were born to the couple


Activity 4
Students are instructed to retell the myth to the class. They are encouraged to use pictures or
drawings.
(The teacher could carry out this lesson by asking the student retell the story of creation and then
cutting him/her short and asking another student to continue retelling the story by picking up where
the former student stopped.
IV. Evaluation
Identify the character described in each number.
1. It grew tired of flying around.
2. It threw its waters against the sky.
3. It showered the sea many islands.
4.-5. They were married.
6. The child of the married couple.
7.- 8. They came out of the bamboo.
9.-10. Draw a scene in the creation.
V
. Assignment: Bring pictures of Phil. national symbols.

I. Learning Objectives:
A. Focus Skill: to display critical thinking of reading material
B. Support Skill: to recall text information in memory
II. Subject Matter
A. Major Concept: Reading
B. Topic: Barrio Synthesis by Francisco B. Icasiano
C. Interdisciplinary Concepts:
1. Across Content: Values Education
2.
Function: evaluating the reading material
D. Reference: Ventures in Communication by Flores, et al, pp. 167-171
E. Materials: pictures & textbook
III. Procedure:
A. Daily routine: classroom inspection, prayer, greetings, checking of attendance

B. Motivation: Students are asked to identify the ff. Philippine national symbols:
1. Phil. natl hero:

Phil. Natl fish:

3. Phil. Natl dish:

4. Phil. Natl tree:

5. Phil. Natl dwelling place:

6. Phil. Natl dance:

7. Phil. Natl sport/game:

8. Phil. Natl vehicle:

9. Phil. Natl bird:

10. Phil. Natl footwear:

C. Unlocking of Difficulty:

Write the word being described in each number. Be guided by the paragraph number indicated in
each item.
1. par. # 1: part or section __ __ __ __ __ __ __
2. par. # 2: Disappeared suddenly __ __ __ __ __ __ __ __
3. par. # 4: boundary/limit __ __ __ __
4. par. # 5: speed __ __ __ __ __
5. par. # 6: lasting only for a short time __ __ __ __ __ __ __ __ __
6. par. # 7: praising enthusiastically __ __ __ __ __ __ __
7. par. # 8: lasting __ __ __ __ __ __ __ __ __ __ __ __
8. par. # 10: self-satisfying __ __ __ __ __ __ __ __ __ __ __ __
9. par. # 12: extensive or all-around view __ __ __ __ __ __ __ __
10. par. # 13: never stopping __ __ __ __ __ __ __ __ __ __
11. par. # 13: wild or unruly state __ __ __ __ __ __ __ __ __ __
12. par. # 14: to oppose person/god __ __ __ __ __ __ __ __ __ __
13. par. # 18: an old unmarried woman __ __ __ __ __ __ __ __
14. par. # 23: a false or misleading external appearance __ __ __ __ __ __
15. par. # 24: acute annoyance/disappointment __ __ __ __ __ __ __

D. Lesson Proper
1. Pre-reading: The teacher discusses briefly the Spanish & American occupation in the
Philippines & the implication of each on the Filipinos.
2. Reading
Ask the4students to read Barrio Synthesis by Francisco B. Icasiano on pp. 167-171 of Ventures in
Communication I.

3. Discussion
Comprehension check: Answer the following questions:
1. Before the coming of the Spanish conquistadores, with whom did the early Filipinos have
contact?
2. Why did the early Filipinos have contact with these people?
3. Describe the kind of relationship established among the early Filipinos and the foreign visitors.
4.What did the Spanish conquistadores teach the Filipinos when the former arrived?
5. What major changes happened upon the arrival of the Americans in the Philippines?
6. Compare the barrio folks with the towns folks as read in paragraphs 6 & 7.
7. Explain the concept of fatalism of a typical barrio folk as read in paragraph 10.
8. As mentioned in paragraph 11, what typical activities take place in an ordinary nipa hut?
9. Why is the bamboo papag by the window a family institution?
10. As described in par. 13, how does life go on in Europe? In a typical Phil. barrio?
11. Describe a typical barrio folks faith in the Almighty as described in par. 14.
12. For a typical barrio folk, how important is the hand in eating?
13. Mention 3 superstitious beliefs as read in par. 17.
14. As mentioned in par. 18, who were the educated barrio children, and what changes took place in
them?
15. As described in par. 22 & 23, how do typical barrio folks show the strength of the human spirit in
times of misfortune?
16. As can be read in par. 24, how do Filipinos while away time in a wake?
17. As can be inferred from par. 25, why is a drinking contest among the elderly men not a welcome
idea?
18. How does the process of intellectual hardening happen in a barrio tao?
19. Describe a typical harvest scene.
20. Why must a person adapt to the changes that happen around him, and around the globe?
IV. Evaluation:
Vocabulary. Match the term to its description by writing the letters only.
I.
_____ 1. Acute annoyance or disappointment
_____ 2. A misleading external appearance
_____ 3. An old unmarried woman
_____ 4. To appease a person/
_____ 5. Wild, unruly state
_____ 6. Never stopping
_____ 7. Open and extensive or all-around view
_____ 8. Self-satisfyingly
_____ 9. Lasting only for a short time
_____10. Speed
_____11. Limit/boundary
_____12. Disappeared suddenly

II.

A. chagrin
B. complacent
C. demarcation
D. extolling
E. perpetuating
F. panorama
G. propitiate
H. relentless
I. segment
J. spinster
K. tempo
L. transient

_____13. Part or section


_____14. Lasting
_____15. Praising enthusiastically

M. turbulence
N. vanished
O. veneer

V. Assignment:
In a half sheet of paper, write five Tagalog riddles (with the answers) in English.

y3
I. Learning Objectives
A. Focus Skill: to expand ideas thorough using modifiers
B. Support Skill: to form adjectives from other parts of speech

II. Subject Matter


A. Major Concept: Grammar
B. Topic: Adjectives
C. Interdisciplinary Concepts:
1. Across Content: Values Education
2. Function: expanding ideas, writing/speaking with more color
D. Reference: Ventures in Communication 1 by Flores, et al, pp. 156-160
E. Materials: textbook, manila paper with notes, chalk, chalkboard
III. Procedure:
A. Daily Routine: classroom inspection, prayer, greetings, checking of attendance
B. Motivation: Answer these Tagalog riddles in English.

Clothes line
Rain

Earrings
Scissors

Mat
Shadow

nail
star

Piggy bank
t-shirt

1. Pedro hides but you can still see its round head.
2. not a priest, not a king, but wears different kinds of clothes
3. Here comes Kaka, walking with open legs
4. Adams wet hair, you cant count
5. large roll in the morning, flat leaf at night
6. It has one entrance, but three exit.
7. I have a loyal friend and hes with me everywhere I go.
8. I have a cute pet, his body is full of coins.
9. I cant see it in the light, but I can see it in the dark.
10. two birds, trying to balance in one twig
C. Lesson Proper
What do you call the underlined words? An adjective is a word used to modify, describe, or qualify a
noun. They are used to make a sentence or a phrase more colorful and clearer. They can be articles,
numbers, qualities, sizes, shapes, or colors.
1. Sometimes, the suffix -ful is added to the root word to form an adjective. -ful means many,
or full of.
Activity 1. Form adjectives from these words by adding -ful. Observe correct spelling. Write
the answers in the notebook.
1. bounty
2. bale
3. Care
4. Wonder
5. Fruit
6. hope
plenty
woe
sorrow
watch
dread
peace
mercy
taste
grace
sorrow
shame
hate
pity
faith
truth
success
fright
use

beauty
duty

fear
law

thought
power

force
cheer

doubt
hope

wake
pain

2. Sometimes, the suffix -able or -ible is added to the root word to form an adjective. -able or
-ible means can be, or capable.
Activity 2. Form adjectives from these words by adding able or ible. Write the answers in
the notebook.
Receive
Believe
Move
Desire
Value
Admire
Understand
Bear
Suit
Honor
Wash
Enjoy
Read
Favor
Avoid

excuse
note
use
cure
love
excite
predict
commend
depend
person
consider
comfort
break
wear
market

refine
remove
advise
like
observe
adore
work
prevent
reason
present
pardon
explain
fashion
obtain
remark

3. The suffix -ive can sometimes beaded to the root word to form an adjective. The suffix -ive
means tending to, or likely.
Activity 3. Form adjectives from these root words by adding the suffix -ive.
Express
Secret
Possess
Imitate
Protect

act
defect
restrict
collect

effect
suggest
construct
appreciate

4. The suffix -al can sometimes be added to root words to form adjectives. This suffix means
having the nature of.
Activity 4. Now try your hand at forming the adjectives of some words with the use of the suffix al.
Magic
Nation
Nocturne

comic
form
inform

exception
ornament
nature

brute

Historic
season
face
5. Sometimes, the suffix -ish is added to the root word to form an adjective. This suffix means
somewhat.
Activity 5. Form an adjective by adding the suffix -ish to the following root words:
Boy
Green

girl
yellow

child
brown

Turk

red

devil

6. The suffix -ic can also be added to some root words to form an adjective. This suffix means of
or having to do with.
Activity 6. Practice forming adjectives by adding the suffix -ic to these words:
Iceland
Meteor
Energy

atmosphere
class

volcano
athlete

bombast
drama

hero
apology

7. Sometimes the suffix -ous , or -uous must beaded to form the adjective of some words. These
suffixes mean having much, or having the nature of.
Activity 7. Form the adjective of the following words by adding the suffix -ous or -uous.
Zeal
Bigamy
Sacrilege
Continue

murder
thunder
jealousy
conscience

fame
prosper
study
treachery

danger
carnivore
ardor
adventure

courage
herbivore
omnivore

religion
superstition
blaspheme

IV. Evaluation. Form an adjective from the following words:


1. mathematics
8. Advise
2. remove
9. Plenty
3. apology
10. Face
4. carnivore
11. Child
5. conserve
12. Construct
6. success
13. Brute
7. misery
14. Desire
8. temperament
15. Secret
V. Assignment: Copy an advertisement from a box or container of any consumer productr,
likePonds, Colgate, Sunsilk, Safeguard, etc. Identify the product. Encircle
all the adjectives used. Write your assignment in sheet of paper.

I. Learning Objectives:
A. Focus Skill: to expand ideas through using phrase modifiers
B. to form negative adjectives
C. Interdisciplinary Concepts:
1. Across Content: Values Education
2. Function: Expanding ideas, writing and speaking more colorful sentences
D. Reference: Ventures in Communication by Flores, et al, pp. 156-160
E. Materials: textbook, manila paper with notes, chalk, chalkboard
III. Procedure:
A. Daily Routine (classroom inspection, prayer, greeting, checking of attendance
B. Motivation: Match the product to its description by writing the letters only.
I.
_____ 1. Natural talc helps protect babys delicate
skin against wetness & perspiration
_____2. Gently cleanses & conditions even the
driest & roughest hair
_____3. Kills 99.9% of germs upon contact
_____4. Sensual fragrance
_____5. Reveals your whitest white in the first bath
_____6. For whiter & stronger teeth, fresher breath
_____7. Eliminates dirt & tough grease
_____8. Homogenized & pasteurized, creamy
soap
& delicious
_____9. Connecting people
____10. Finest blend of choice ingredients

II.
A. alcohol
B. baby powder
C. cologne
D. condensed milk
E. dishwashing paste
F. mayonnaise
G. mobile phone
H. shampoo
I. tooth paste
J. whitening bath

C. Lesson Proper
The negative adjectives are frequently formed by the use of prefixes or suffixes. The most
common are: un-, im-, ir-, il-, dis-, and less. Examples: mobile-immobile; harm-harmless
Activity 1
Supply the negative forms of the following adjectives. Write your answers in the notebook.
legal
accurate
tidy
attentive
fortunate
courteous
respectful
honest
possible
regular
perfect
responsible
literate
modest
happy
mature
legible
agreeable
pertinent
pleasant
Activity 2

Now after adding the suffix able or ible to the root words listed in no. 2 of the lesson proper on
day 3, add in-, im-, un-, or dis- to mean not.
Activity 3
Add in-, im-, un-, or dis- to these root words tomean not. Write your answers in sheet of paper.
1. count
6. Cure
2. honor
7. Break
3. suit
8. Move
4. love
9. Obtain
5.drink
10. Bear
Study the following sentences.
1. The Philippines is an archipelago that stretches from the north at the southern tip of Taiwan to the
south with its tip ending close to northern Borneo.
2. A revolutionary Filipino government was set up in Malolos, Bulacan, which later became the
capital of the short-lived Philippine Republic.
A phrase adjective is usually made up of a preposition and the noun or pronoun used to complete
its meaning. Such a phrase is called a prepositional phrase and can be used exactly like a one-word
modifier. Examples are from the north and to the south.
An adjective clause is joined to the independent clause by a relative pronoun who, whose, whom,
which, or that). An example is which later became the capital of the short-lived Philippine Republic.
Note that single-word adjectives normally come before the word they modify. Phrase and clause
adjectives normally follow the words they modify.
IV. Evaluation
Identify the word that is described in each number.
1. cannot move
6. not legible
2. not protected
7. not modest
3. not effective
8. not mature
4. not important
9. not attentive
5. not respectful
10. not perfect

11. not fortunate


12. not legal
13. cannot be loved
14. not careful
15. not capable

V. Assignment
Bring five postcards or cut-out pictures of tourist spots or scenic places in the Philippines. Paste
them on bond paper.

5
I. Learning Objectives:
A. Focus Skill: to develop a paragraph using modifiers
B. Support Skill: to observe correct margins, proper capitalization and punctuation
II. Subject Matter
A. Major Concept: Writing
B. Topic: Phrase modifiers (adjectives)
C. Interdisciplinary Concepts:
1. Across Content: Values Education
2. Function: expanding ideas through the use of adjectives
D. Reference: Ventures in Communication I by Flores, et al,pp. 156-160
E. Materials: textbook, pictures or postcards of tourist spots in the Philippines
III. Procedure:
A. Daily Routine: classroom inspection, prayer, greeting, checking of attendance
B. Motivation:
What are the famous Philippine tourist spots found in the following places?
1. Bohol
6. Manila
2. Legaspi, Albay
7. Intramuros
3. Pagsanjan, Laguna
8. Banawe
4. Alaminos, Pangasinan
9. Lanao del Norte
5. Batangas
10. Davao
Pre-writing
The Philippines is blessed with panoramic views and rich natural resources, Any tourist will
inevitably be attracted to the countrys fantastic white beaches, pristine waters, and awesome natural
landscapes. All these make the Philippines the Pearl of the Orient Seas.
Guided writing
Activity 1
Write a paragraph or two about the Philippine tourist spot whose picture you brought. Be sure to
make your description vivid by using adjectives.
Recapitulate the different parts of a friendly letter: 1. heading, 2. Salutation, greeting, 3. Body, 4.
Complimentary close, and 5. Signature.
Activity 2

Imagine you have a friend who is a foreigner. Write him/her a letter describing the Philippines-its
scenic places, and why it is worth visiting the Philippines. Describe not only the Philippine tourist
spots, but also its people. Observe proper spelling, margin, capitalization, and punctuation.
IV. Evaluation:
Write a letter to your friend inviting him/her to your coming birthday party. Be sure to include
important details like the venue, the time, and the date of your party. Also label the parts of your
letter.
V. Assignment:
Read something about the good traits of Filipinos.

SAMPLE LESSON PLAN

Those who enter the religious life intent to meet God and possess Him definitely.

I-

OBJECTIVES:
1.
2.

II-

Use critical thinking in answering the questions about the play given by the teacher.
Learn new vocabulary words.

SUBJECT MATTER:
Literature: The World is an Apple by Alberto S. Florentino
Reference: Internet
www.mahaliahscent.poetryonline.blog.com
Materials: copy of the play, chart
Valuing: Cooperation

III-

PRODEDURE:
A.
1.
2.
3.

Daily Routine
Prayer
Classroom Management
Checking of Attendance

B. Unlocking of difficulties
Each sentence below consists of context clues. Find the word in the box that corresponds to each clue.

Crate
1.
2.
3.
4.
5.

scrawny

shabby

pilfering

reek

That beggar has skinny or bony skin


The playful boy wears dirty clothes.
Theres a strong offensive smell in this corner
Stealing in small quantities is also a sin.
We put the apples in an open box of wooden slates.

C. Motivation:
Illustrative Concepts
1.
2.
3.
4.
5.
6.

Group the class into five. Have the learners draw an apple and the world.
Let the learners decide on the proximity of items to one another.
Tell them to enrich their illustrations with colors.
Have the learners write three (3) possible reasons for the connection between an apple and the world.
Tell the group representatives to share their answers in class.
Process the learners answer.

D. Reading Proper

Give learners ten minutes to read, The World is an Apple, by Alberto S. Florentino.

E. Dramatic Link ( Venn Diagram )


1.
2.
3.
IV-

Allow the learners to plot the similarities at the middle circle and the differences at the two adjacent circles.
Instruct learners to write details about the apple and the world as well as their link in the story.
Allow learners to share their answers in class.
EVALUATION:
Character perspective chart:

1.
2.
3.
4.
5.

Distribute a copy of the Character Perspective Chart for each group.


Assign one character per group.
Instruct the learners to present their chart in class.
Process the answers of the learners.
Allow other group members to give comments and feedback after each presentation.

Questions
Setting: Where and at what point in the drama

Ex: Gloria

Does the character become significant?


Problem: What is the characters problem?
Goal: What is the characters goal? What does
the character want?
Attempt: What does the character do to solve the
problem or attain the goal?
Outcome: What happens as a result of the
attempt?
Reaction: How does the character feel about the
outcome?
Theme: What general truth in life does the
playwright want to emphasize?

V-

ASSIGNMENT:

Reread the play, The World is an Apple by Alberto S. Florentino.


****************************************************************************************
In God we who are many form one body, and each member belongs to all
the others.

SAMPLE LESSON PLAN


Let the wise man listen: he will add to his learning, and the man of sound judgment will acquire
skill to understand the words and saying. The gift that God given is to give and share our talents, to
teach, to learn and acquire skill.
I-

OBJECTIVES:
1.
2.

II-

Construct a paragraph about a teacher using different kinds of adjectives


Recognize the different types of limiting adjectives.

SUBJECT MATTER:
Topic: Limiting Adjectives
Reference: Grammar and Idioms
Self-Taught, pp. 55-56
Insights: I pp. 103-104
Materials: Teamwork, Chart, Workbook

III-

PROCEDURE:

a.

Daily Routine

1.
2.
3.

Prayer
Classroom management
Checking of Attendance

b.

Drill
Fill in the blanks with present (-ing) be form or past participle (ed/en) depending upon the situation given.

1.
2.
3.
4.
5.

Because of the strong winds, dry branches are falling. Many____ (dry) branches are now lying on the
grounds.
The hot sun makes the leaves wither immediately. All the (wither) ____ leaves turned yellow and brown.
She considered herself a ____(misunderstand) child since her presents do not understand her.
The baby wants to eat ____ (boil) eggs for her meal.
The ___ (flood) area was visited by the Mayor.

c.

Lesson Proper
Limiting Adjectives
-denotes adjectives that indicate quantity, number, or limit in some way.
KINDS OF LIMITING ADJECTIVES

1.) Demonstrative- this, these, that, those


2.) Numerical- cardinal and ordinal numbers
Ex. Cardinal- ten, books
Ordinal- second chance, first offense
3.) Identifying- such, same, similar
Ex.: same story
Such accident
4.) Interrogative which, what
Ex.: which- picture
What topic
5.) Articles- a, an (indefinite)
the (definite)
Ex.: a bag, an apple, the earth
D. Application:

Encircle the limiting adjective (s) in the sentence and tell what kind.
1.
2.
3.
4.
5.

IV-

The girl found a pencil and an umbrella.


The drill belongs to that girl.
What story did you read?
The first prize is ten thousand pesos.
I heard the same speech before.

ASSESSMENT:
Think of your favorite teacher in the past or at present. Write a paragraph about this teacher by describing
all the qualities he/she has. Underline all the adjectives.

V-

ASSIGNMENT:
Review one previous topic and be ready for preliminary examination.
Reference: English Textbook

LESSON PLAN FOR ENGLISH IV


I. OBJECTIVES

1. Identify and give examples of Poetic Devices Imagery, Figures of Speech, Sound Devices.
2. Appreciate the message of the song entitled Colors of the Wind

II. SUBJECT MATTER


Topic: Poetic Devices: Imagery, Figures of Speech, Sound Devices
Reference: Handbook of Writing about Literature, English Expressways IV pg. 113

III. PROCEDURE
A. Daily Routine

1. prayer
2. greetings
3. checking of attendance/classroom

B. Warm-up/Motivation

PASS THE MESSAGE GAME

INSTRUCTION: First, ask the students to form a circle. Upon doing so, the first student will be given
a statement: HAVE YOU EVER HEARD THE WOLF CRY TO THE BLUE CORN MOON, which
he/she will pass to the rest of the group. And the last person should write the statement on the
board.

This activity is done to motivate the students and prepare them for their listening activity.

C. Presentation of the Lesson

1. Pre-listening
- Asks the students their idea about the statement that they passed during the activity and remind
them about the pointers on listening properly i.e., sit properly, concentrate on the audio and
discriminate the unnecessary sounds that they hear.
- Present the guide questions related with the recorded audio.

GUIDE QUESTIONS:
1. What is the message of the song?
2. What are the figurative expressions used?
3. To whom do you think was the song dedicated?
2. Listening Proper
- Play the audio or the song Colors of the Wind and monitor the students while they are listening.
3. Post-listening
-Discuss the Guide Questions by soliciting ideas from the students.

4. Elicitation
- Post the copy of the song on the board.
- Let the students identify the statements or phrases which they think are Poetic Devices specifically
Imagery, Figures of Speech & Sound Devices.

5. Lesson proper
Discuss the ff:
Definition & examples of Imagery, Figures of Speech & Sound Devices

D. Enrichment
Let the students think of more examples of Imagery, Figures of Speech & Sound devices used in
poetry.

IV. ASSIGNMENT

Read the selection entitled: Africa by David Diop and answer these questions:
1. Who is the author and what is his nationality?
2. What is the theme of the poem?

Minat Terkait