LESSON PLAN

IN
ENGLISH
GRADE 8

I. OBJECTIVES
At the end of the 50-min discussion, the students will be able to:
a. discover the meaning of the chosen words in the poem;
b. appreciate the message of the literary piece and connect it in today’s
situation;
c. construct their own ideas on how people could live in harmony in a
paragraph form and;
d. develop sense of hope despite of all sufferings and respect towards
other people’s culture, religion and perspectives in life.
II. SUBJECT MATTER
TOPIC: “TILL HEARTS END” a poem by Chayasi Sunthonphiphit
LEARNING RESOURCES: Language in Literature Afro-Asian Literature by Nicolas
M. Galvez, Jr. et. Al. pp.240-241
https://www.slideshare.net/temyuy/till-hearts-end
http://dominicmejino.blogspot.com/
MATERIALS: laptop, projector, heart-shaped paper, hand-outs.
VALUE FOCUS: Hope, Love for God and Respect for others

III. PROCEDURE

a. REVIEW
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
 The teacher will review the
previous topic.
Class, let’s have a quick review about
the topic that we have discussed last
meeting which is about the three most
common figures of speech. These are
Simile, Metaphor and Personification.

What is a simile?  A figure of speech involving

comparison of one thing to
another with the use of words
such us “as” and “like”.
 TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Very good! That’s correct.

Who can give an example of a simile? (student gives example)

And how about a Metaphor? What is it?  a figure of speech in which a word
or phrase is applied to an object or
action to which it is not literally
applicable.

Good job! An example of a metaphor (student gives example)

please?
 The attribution of a personal nature
And the last, what is a personification? or human characteristics to
something nonhuman, or the
representation of an abstract quality
in human form.

That’s great! Thank you.

Anyone who wants to give an example of (student gives example)

personification please?

Very good students! I’m very much

impressed that you have learned so much
about our previous topic. Before we
proceed with our new lesson, I want to
show you something.
 b. MOTIVATION

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

 The teacher will show a picture of

a heart.

 Class, may I ask you what come

into your mind when you see this?
What word pops up in your mind
everytime you see a heart? (students answer)

A heart has a very important role to each

and everyone of us. Without it, we’re
nothing.

Class, when we read the literary piece

later on, I want you to have this heart. A
heart full of appreciation and love.

Now, let’s have a short activity before we

read the poem.

Here are some words found in the poem.

I want you to identify their meanings.
1. To make something unclear or
difficult to see.
A. Blur
B. Dim
C. Whimper
D. Chant
E. Flicker

Ans: A
 TEACHER’S ACTIVITY STUDENT’S ACTIVITY
2. To make a quiet crying
sound.
A. Blur
B. Dim
C. Whimper
D. Chant
E. Flicker
Ans: C
3. To burn or glow in an
unsteady way.
A. Blur
B. Dim
C. Whimper
D. Chant
E. Flicker
Ans: E
4. To sing words especially
religious prayers.
A. Blur
B. Dim
C. Whimper
D. Chant
E. Flicker
Ans: D
5. Having a limited or
insufficient amount of light.
A. Blur
B. Dim
C. Whimper
D. Chant
E. Flicker
Ans: B

Well done kids! Now, you have

added new vocabulary words on
your list. This time, let’s travel to
Thailand and have a short
introduction about the poem.
c. PRESENTATION
TEACHER’S ACTIVITY STUDENT’S ACTIVITY

 The teacher will project some

pictures of Thailand.

 Give a short introduction

about Buddhism and the
author.

 Ask students to read the

(student reads)
slides.

 The teacher will give the

students a copy of the poem.

 Group the students into 3, ask

them to read the poem aloud TILL HEARTS END
per stanza.
I
My mind glows,
Knows no fear of the darkness and its tight web,
Though the stars blur, and the moon’s dim rays
Are sucked into nothingness,
And the oneness of man still cannot be found;

II
Though the sky splits and crackles,
Drops no gentle music,
Though the rooster’s hurried crowing jars my ears,
And a frightened dog goes whimpering up and
down

III
This clear light inside me
Pushes the wild, heavy night back:
It will never flicker, it can never change,
Neither pain nor sorrow can reach it.

IV
The earth swings in circles;
Soon, light must break through, dawn
Hanging, golden and clear over all the world, men
Living like men.
 TEACHER’S ACTIVITY STUDENT’S ACTIVITY

V
In the lonely night I lie listening to my own heart,
The darkness so thick I could lose my way
Except for the faint, echoing chant
Of the most precious words ever written.

VI
Words like drop from heaven
Falling like wisdom, strength, peace, beauty, into
waiting heart,
These two small hands will move as this mind
leads them,
Will carry Buddha’s divine law
Here to this Earth, until this heart no longer beats.

 The teacher will then ask the

following questions to secure
the student’s understanding.

GUIDE QUESTIONS:
1. What feeling is expressed in
(student answers)
the first stanza of the poem?
2. How about in the third
(student answers)
stanza?
3. Do you think the speaker is
living out the teachings of his
(student answers)
religion? Why? Or why not?
4. As a student with your own
faith, do you also live with the
teachings of your religion?
(student answers)
5. Do you believe in the
goodness of others? And if
you do good, you will be
(student answers)
rewarded? Why or why not?
 d. APPLICATION

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Since you are already grouped into

3, Each group will be given a piece of
HEART.
Students list
INSTRUCTION: down their
List down your sources of strengths answers here.
in facing all of life’s challenges to
you. It may be a person, a thing or
any philosophical teaching or
practice. Choose one representative
to read your answers in front.

e. GENERALIZATION

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Let’s wrap things up! So, what have
you learned from the poem or from
our lesson today?
 The students will answer the
question depending on their
own points of view and on
how they really understood
the lesson given by the
teacher.

IV. EVALUATION
In a ½ crosswise, write your thoughts about this in not less than 10 sentences:
1. As a student of a Catholic institution, what specific virtues you think you are
practicing or living out in your everyday life? In what way do you practice it?
2. “Give a specific instance in your life where you felt so down, so lost and
broken. What did you do to overcome it?”.

V. ASSIGNMENT
Read page 244 to 250 of your book. Look for 30 unfamiliar words in the story and
write down their meanings in a 1 whole sheet of paper.