A Detailed Lesson Plan

in English 10

I. Objectives

A. Program Standard
 The learner demonstrates communicative competence through his/her
understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.
B. Grade Level Standard
 The learner demonstrates communicative competence through his/her
understanding of Philippine Literature and other texts types for a deeper
appreciation of Philippine Culture.
C. Learning Competencies
a) determine tone, mood, technique and purpose of the author (EN10V-IVc-30) and
b) explain how the elements specific to a selection build its theme (EN10LT-IVf-14.2)
D. Specific Learning Objectives:
At the end of the discussion students are expected to:
a. identify the author’s tone, imagery, style and theme of the poem;
b. analyze the words/phrases in the selection loaded with connotation or emotional
impact in the selected text by determining its connotative meaning and
c. summarize the important points discussed in the text listened to.

II. Subject Matter

a. Topic: “Song of Autumn” by Charles Baudelaire and translated to English by William
Aggeler
b. Materials: PowerPoint presentation, flashboard, chalk, visual aids, audio material
c. Methods/Strategy: Collaborative Learning, Inductive Method and Differentiated
Learning
d. References: English 10 Learner’s Manual (Authors): Almonte, Liza et.al (pages) 317-319
and http:charlesbaudelaire.weebly.com/autumn-song-analysis.html
e. Date of Execution: ________________

III. Procedure

Teacher’s Task Students’ Task

A. PRELIMINARIES

Prayer

It’s an astonishing morning if we start our day with a

prayer. Angela kindly lead us a prayer! : (Angela will lead a prayer)

Greetings

Good morning class! : Good morning sir!

Kindly look at the person beside you

and tell him/her “you look great and amazing today!”
Classroom Management

Before you sit down kindly pick those scattered papers

and please arrange you chairs properly. : (Students will pick those scattered papers and
arrange their chairs in proper order)

Checking of Attendance

Who is absent today class? : There is no absent today sir!

How fabulous to hear that good news.

B. LESSON PROPER

1. ACTIVITY
Please go to your permanent group and we will have a
game. : (Students will go to their assigned group)

Let’s login to face book!

Oh! We have one notification let’s check it out.

Charles Baudelaire invited us to play “FOUR PICS-

ONE WORD””.

Are you familiar with that game? : Yes sir!

I will show four pictures and those pictures are

interconnected with each other. They all refer to a
certain word that best describe all the pictures as a
whole. I will give a clue for you to determine the
answer. Write your answers on the flashboard
provided. The group who will raise their flashboard
first will be having additional points.

Always remember class that this is a group work and

your groups should earn the highest points in order for
you to claim the winning prize.

Fasten your seatbelts as your journey begins!

Task 1

WINTER
 SUMMER

SPRING

AUTUMN
Oh! We have another notification let’s open it. Mr.
Charles Baudelaire Congratulates you to a job well
done and he challenge you to play another game.
: Yes, sir!
Are you ready?

(Presentation of the Topic)

This time, I will show you some pictures. All you have
to do is to guess the title of the poem that we are going
to read. Those pictures will serve as your clues. The first
group who will guess the title will be having 5 points in
their score board.

Task 2

S_N_
SONG
 O_
OF

A_T_M_
AUTUMN

(Students will guess the title)

SONG OF AUTUMN

Good job class! Congratulations to the group who

guessed the title of the poem. Mr. Charles Baudelaire
congratulates you once again.

We have a friend request! Let’s check it out.

A friend request coming from Charles Baudelaire. Are

we going to confirm it or not? : Let’s confirm it.

Your wish is my command. The question is who is

Charles Baudelaire?

Lowie, kindly read the background information about

Charles Baudelaire. : (Lowie will read short biographies of Charles
Baudelaire)

Today, we will read a poem entitled “Song of Autumn”

by French poet Charles Baudelaire and translated to
English by William Aggeler.

Charles Baudelaire challenge you to play Matching

Type of Game. Let’s Check in.
Before we can fully understand it, we need to be guided
with the following words which we need to unlock.
I just want you to match its definition found in the next
column.

Task 3
Vocabulary Development

A B
1.ingrate a. quickness :C
2. haste b. chamber :A
3. boudoir c. thankless person :B
4. hearth d. dive :E
5. plunge e. fire place :D

2. ANALYSIS

Uh oh! You have here a notification came from Charles

Baudelaire and he was assigning you to your
differentiated task.

So, before you are going to read and listen to the poem
entitled “Song of Autumn”, I want you to consider our
next activity. Each group will be assigned another task
to complete which will be your basis for
comprehension.

Each group shall complete the missing letters to finally

accomplish your assigned task and answer it after we
read and listen to the poem.

Group 1: Identify the writers’ T _ _ _.

What is the attitude of the author or speaker toward
the subject?

Group 2: Study the author’s W _ _ _ C _ _ _ _ E.

How are the words/phrases in the selection loaded
with connotation, associations, or emotional
impact? You may write words associated with them
in context.

a. Autumn
b. Summer
c. Winter
d. Cold darkness
e. Nailing a coffin

Group 3: Study how the author used I _ _ _ _ _ Y.

 What images are created by the writer?

Group 4: Observe the writer’s S _ _ _ E in writing.

How did the writer develop the overall style of the
poem?

Group 5: Identify the T _ _ _ E.

What is the theme exemplified in the poem?

Let us read to the poem titled “Song of Autumn” by

Charles Baudelaire and translated to English by
William Aggeler and let us listen to the poem
afterwards. : (Students will listen to the poem and read it
afterwards)
Class, since the meaning of the poem is much more
complex than the simple informative statement found
in prose forms; the reader needs to consider some
aspects or elements of poetry which will be uncovered
later.

Charles Baudelaire asked you a question: “What words

you were able to find?”

So this time, I want you to go back to the task that I

gave you before reading the poem. I will give you time
to complete the said task. : (Students will finalize their tasks)

What words were you able to find? : Group 1: Tone

: Group 2: Word Choice
: Group 3: Imagery
: Group 4: Style
: Group 5: Theme

Very good! Those are the basic elements that a poem

must possess.
: (Students read the definitions)
Let us review the meaning of these elements.

1. Tone : It is the feeling that the poem has created in the

reader. It is communicated by the writer’s or
speaker’s attitude toward his/her subject, his/her
imagined audience.

2. Connotation : It is an idea or quality that a word makes you

think about in addition to its meaning.

3. Imagery : These are the expressions that appeal to the

“senses of the mind”.
4. Style : These are the overall style of the poem used.
(figurative language, point of view, literary
 techniques, punctuation, shifts, etc.)

5. Theme : It is the meaning of the passage, the insight, both

particular and universal, that an author has to offer
about life itself and has something to do with the
overall effect or impact of a piece of writing.

May I then ask the first group to present their answer

which will be immediately followed by the next set of : (Students present their answers)
groups. Sample answers:

 Group 1 : The overall tone of the poem is somber.

 Group 2 : The poet uses connotation and denotation.
 Group 3 : The writer creates image of fear, loneliness, and
death in the poem as presented in the sensory
images
 Group 4 : The poet used figurative language.
 Group 5 : The theme of the poem focused on One’s Existence
on Earth

Those were really great ideas! One notification came

from Charles Baudelaire asking you to identify the
literary devices and sensory images used in his poem.

Let us go back to the poem and identify each stanza as

we focus on the sensory images and literary devices
used.
First Stanza: Sense of touch, sight, sound
Apostrophe
Second Stanza: Sense of touch, Simile
Third Stanza: Sense of Sound
Fourth Stanza: Sense of Sound
Fifth Stanza: Sense of Sight, Irony
Sixth Stanza: Apostrophe
Seventh Stanza: Sense of Taste

3. ABSTRACTION

Identify what elements of poetry is hereby define:

1. It a suggesting of a meaning by a word apart

from the thing it explicitly names or describes. : Connotation
2. It is a meaning of a word or phrase. : Denotation
3. These are the expressions that appeal to the
“senses of the mind”. : Imagery
4. It is the figurative language used by the writer. : Style
5. It is the feeling that the poem has created in the
reader. : Tone
 6. It concerns the meaning of the passage, the
insight, both particular and universal, that an
author has to offer about life itself and has to do
with overall effect or impact of a piece of
writing. : Theme

3. APPLICATION

Charles Baudelaire assigned your groups to portray the

connotative meaning of the following words and
portray it through a collage.

In your group, I want you to portray the connotative

meaning of the following words and portray it through
a collage.

1. Autumn : Adulthood
2. Summer : Death
3. Winter : Youth
4. Cold Darkness : Golden Years of Life
5. Nailing a coffin : Death

Please be guided with our usual criteria:

Content – 30%
Creativity – 20%
Delivery – 25%
Discipline – 25%

C. Evaluation

Read the following lines and tell what sensory image

is used. Choose from Sense

1. The salty sweet flavor of salt water taffy was

Carrie’s very favorite thing about going to the
beach for summer vacation. : Sense of Taste
2. The sweet flavor of the baby’s first lollipop
immediately made her smile. : Sense of Taste
3. “....Which has its sounds, familiar, like the
roar Of trees and crack of branches, common
things, But nothing so like beating on a box” : Sense of Hearing
4. The rumbling sound of clouds, indicated start
of monsoon. : Sense of Hearing
5. The clouds were low and hairy like locks blown
forward in the gleam of eyes. : Sense of Sight
6. I was awakened by the strong smell of a freshly
 brewed coffee. : Sense of Smell
7. The cold water touched his skin and he felt a
shudder run down his spine. : Sense of Touch
8. Christina served the bland sea-prawns pasta
with the sweet mariana sauce. : Sense of Taste
9. Chloe came running and touched every nook
and corner of my face with her slobbering : Sense of Touch
tongue.
10. She smelled as sweet as roses. : Sense of Smell

IV. Assignment

For your assignment answer this question: “Did you

realize that even nature has its own limit? How do deal
with this? Relate to real-life situations by sharing your
own, personal experience/s.

Good bye and thank you class! Have a fantastic day. : Good bye and thank you sir!

Prepared by:

JAYSON KYLE A. ANTONIO

Demonstrator