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A Detailed Lesson Plan in English Grade 10

Deconstructionism Approach

At the end of the 60-minute period, the Grade 10 learners should be able to:
a. identify meaning of unfamiliar words from the play;
b. interpret the play Romeo and Juliet by William Shakespeare;
c. develop critical analysis of the play;
d. formulate a deconstructive meaning of some lines in the play; and
e. participate willingly and actively in the classroom discussion and activities.
Literature: Romeo and Juliet by William Shakespeare
Valuing: Love
Instructional Materials
Materials for group activities

Teachers Activity Learners Activity
Preparatory Activities
Checking of Attendance
Discussing House Rules
The teacher will show a box to the students.
Inside the box are envelopes that contain Group 1
sheets of paper, ribbons and colored papers
that would be used for the whole class

Directions: Reflect on the meaning of the

picture assigned to your group. Make a role
play about what the picture shows.
Group 2

What idea is conveyed with the pictures

The other photo depicts happiness when
formed on the pieces of the puzzle?
you are with your family and the other

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suggests sadness and grieving when one of
Which instance in your life that the your families passed away.
The first picture occurs when we are
depicted ideas occur? Why?
happily in love especially to our bonding
like when we are bonding. We are happy
whenever we are with our family. The
second picture happens when we are sad
about someone in our family members
passed away. We are sad because we
cannot be with them now but at least they
are with our Creator God now.
Vocabulary Development
Directions: The teacher will give four
unfamiliar words from the parable. The
students will construct their own definition of
the words through the clues and pictures that
would be given by the teacher. Once the bell
rang, the students will raise their hands tell
their constructed meaning of the word.
1. Fume noun
1. Fume - gas, smoke, or vapor that
smells strongly or is dangerous to
2. Purged - verb
2. Purged - free someone from (an
unwanted feeling, memory, or
3. Vexed - adjective
4. Garish - adjective
3. Vexed annoyed or worried
4. Garish - too bright and showy, loud
Lesson Proper and striking color
Directions: A television made from used box
will be presented by the teacher. It contains
This is the party at the Capulets mansion
pictures of scenes from the play Romeo and
Juliet. The students will narrate the scene
according to what they read from the play or
watched from the movie.

where Romeo and Juliet met each other.

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picture shows when Romeo and Juliet

decided to get married.

This is when Tybalt killed Mercutio and that

triggered Romeos anger. Romeo wanted to
get revenge to Tybalt and he angrily killed
Tybalt out of impulse.
This picture is the scene where Friar
Laurence suggested to Juliet that she should
act dead using the potion so that her
marriage with Paris will not be possible and
the plan will be known by Romeo.

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The students will analyze some lines from
the play and give their own analysis of it.
Afterwards, the teacher will discuss the
stduents answer. Unluckily, the plan did not reach
Romeo but the news about Juliets death
Love is a smoke raised with the reached him. He went to the place where
fume of sighs;
Juliets body is laid. He killed Paris when
Being purged, a fire sparkling in
lovers eyes; Paris tried to stop him. Believing that Juliet
Being vexd a sea nourishd with is really dead, he drank the poison that he
lovers tears. brought and laid himself with Juliet. Juliet
Romeo (Act I, Scene 1)
woke up and also killed herself for real
because Romeo is already dead. The death
Give me my Romeo, and, when I of Romeo and Juliet ended the rivalry
shall die, between Montague and Capulet.
Take him and cut him out in little
And he will make the face of heaven
so fine
That all the world will be in love
with night,
And pay no worship to the garish
Juliet (Act III, Scene 2)
The students will analyze the line. Students

O, she doth teach the torches to answers may vary.

burn bright.
Romeo (Act I, Scene 5)

O Romeo, Romeo, wherefore art

thou Romeo?
Deny thy father and refuse thy The students will analyze the line. Students
answers may vary.
Or if thou wilt not, be but sworn my
And Ill no longer be a Capulet.
Juliet (Act II, Scene 2)

Whats in a name? That which we

call a rose by any other name The students will analyze the line. Students
would smell as sweet
answers may vary.
Juliet (Act II, Scene 2)

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Directions: Write your own interpretation of The students will analyze the line. Students
the given line from Romeo and Juliet. answers may vary.

Good Night, Good night! Parting

is such sweet sorrow, that I
shall say good night till it be
The students will analyze the line. Students
Juliet (Act II, Scene 2)
answers may vary.
Directions: Supposed that you are
William Shakespeare; make your own
version of book cover of Romeo and Juliet
showing binary opposite of love. After
doing the poster, do a role play based on
what is in the book cover. In doing the
activity, consider the criteria.

Directions: Write an essay with the theme What are you willing to give for love? Consider the
following criteria.

Rubric 4 3 2 1
Performance: 30% The reader will
The writing is The writing30%
Relevance: is
not be able to
Writing is clear pretty Creativity:
hard to follow20%
understand this
IDEAS and easy to understandable. is somewhat
Cooperation: 20% writing. Ideas
understand. One idea may be confusing.
100% do not make
out of place.
The paragraph is The paragraph
well-developed, The paragraph is needed more The paragraph is
and the end is clear. details to make it hard to follow.
satisfying satisfying.
Writing has free The writing
of spelling, The writing still contains a lot of It is hard to read
CONVENTION punctuation, and contains some spelling, and understand
capitalization errors. capitalization, and the writing.
errors. punctuation errors

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