Republic of the Philippines

Don Honorio Ventura Technological State

University
Bacolor, Pampanga
College of Education

Outline Lesson Plan in English (Literature)

Prepared by: Chris Angelina R. Estigoy

I. Objectives:
At the end of the lesson, the students are expected to achieve the following:
 know the history and meaning of Haiku
 manifest an understanding on what Haiku is through answering the
questions being asked by the teacher
 compose a Haiku and relate it

II. Subject Matter

Topic: Haiku (History and its meaning)

References:
Introduction to Literature
Linda R. Bascara, Ph.D. World Literature (A Tertiary Textbook for
Literature II Under the New Curriculum)
Apolinario S Saymo, Judy Imelda l. Igoy, Remedios M. Esperon, World
Literature
http://www.toyomasu.com/haiku/
http://www.litkicks.com/HistoryOfHaiku

III. Materials:
PowerPoint Presentation
Laptop/Projector

IV. Procedure
A. Preliminaries
 Greetings
 Opening Prayer
 Cleaning of the classroom
 Checking of Attendance
 Energizer
B. Motivation
The teacher will introduce the topic by facilitating a game called 4Pics,
1Word. The teacher will show four (4) pictures with rumbled letters to the
students and ask them to guess the hidden word based on the pictures.
Then teacher will elicit insights from the students about their schema
regarding Haiku.

C. Lesson Proper
After introducing the topic in the motivation part, the teacher will discuss
the lesson deductively.
1. Application (Individual Activity)
The teacher will facilitate a game wherein, ten (10) students will be
chosen to play the game. Each student will choose an item which has
a corresponding question in it. Each has 10 seconds. A correct
response earns the item value. If the student gives an incorrect
response or fails to answer in time, other students may steal.
2. Generalization
To sum up all the ideas about the topic, the teacher will explain briefly
the history and meaning of Haiku and ask the students to compose a
Haiku and relate it.

D. Evaluation
The teacher will give a ten (10) item quiz for evaluation.

E. Homework
On a whole sheet of paper, write an essay about what you have learned from
the today’s lesson showing your appreciation of the topic.
 Republic of the Philippines
Don Honorio Ventura Technological State
University
Bacolor, Pampanga
College of Education

Semi-Detailed Lesson Plan in English (Literature)

Prepared by: Chris Angelina R. Estigoy

I. Objectives:
At the end of the lesson, the students are expected to achieve the following:
 know the history and meaning of Haiku
 manifest an understanding on what Haiku is through answering the
questions being asked by the teacher
 compose a Haiku and relate it

II. Subject Matter

Topic: Haiku (History and its meaning)
References:
Introduction to Literature
Linda R. Bascara, Ph.D. World Literature (A Tertiary Textbook for
Literature II Under the New Curriculum)
Apolinario S Saymo, Judy Imelda l. Igoy, Remedios M. Esperon, World
Literature
http://www.toyomasu.com/haiku/
http://www.litkicks.com/HistoryOfHaiku

III. Materials:
PowerPoint Presentation
Laptop/Projector

Procedure
A. Preparation
 Cleaning of the classroom
 Opening Prayer
 Greetings
 Energizer
 Checking of Attendance
B. Motivation
Directions: The teacher will introduce the topic by facilitating a game
called 4Pics, 1Word. The teacher will show four (4) pictures with rumbled
letters to the students and ask them to guess the hidden word based on
the pictures. Then teacher will elicit insights from the students about their
schema regarding Haiku.

C. Lesson Proper – (Discussion-Deductive Method)

 History of Haiku
Haiku poetry has been around for many years. It started in Japan and
has gone worldwide since.

 Heian Period
Haiku poetry appeared in the 16th century. Haiku developed from a
different form of poetry called tanka. Tanka is a short form of poetry
which has 5 lines, 31 syllables. 5-7-7 pattern followed by a couplet of 7
syllables.

 There were two main reasons that people wrote haiku.

It was a way for people to express their thoughts and to rise above the
limitations imposed by the usual language and thought that treats
everything as machines.

 From this form developed the renga (linked verse) and the kusari-no-
renga (chains of linked verse). And it was on the mid-16th century.

 In 17th century
the new form was called haikai and was later named renku. It has a
lighter tone. Haikai consisted of a beginning triplet called a hokku.
The hokku was considered the most important part of the poem. It had
two principal requirements: a seasonal word (kireji) and a "cutting
word" or exclamation.

 The most famous of all haiku poets is Matsuo Basho. Basho lived
from 1644 to 1944. He infused a new sensibility and sensitivity to this
form in the late seventeenth century. He transformed the poetics and
turned the hokku into an independent poem, later to be known as
haiku.

 Haiku is a form of poetry that originated in Japan. Haikus typically

have three lines that follow a five-/seven-/five-syllable format. It has 17
 syllables which is called (kana). The theme of Haiku is about
NATURE.

2. Generalization
Direction: The teacher will elicit answers from the students for the
following questions.
1. What is Haiku?
2. Who are the proponents of Haiku?
3. What is the syllabication and line pattern of a Haiku?

D. Evaluation
Direction: Identify the following questions.

__________1. He is the most famous of all Haiku poets. He popularized

Haiku.
__________2. Line and syllabication pattern of haiku.
__________3. Theme of Haiku.
__________4. Short form of poetry.
__________5. Chains of linked verses.
__________6. Form of poetry that was originated in Japan.
__________7. Long form of poetry.
__________8. Seasonal word of Hokku which means “cutting word”
__________9. Two Proponents of Haiku.
__________10.

F. Homework
On a whole sheet of paper, write an essay about what you have learned from
the today’s lesson showing your appreciation of the topic.
 Republic of the Philippines
Don Honorio Ventura Technological State
University
Bacolor, Pampanga
College of Education

Detailed Lesson Plan in English (Literature)

Prepared by: Chris Angelina R. Estigoy

I. Objectives:
At the end of the lesson, the students are expected to achieve the following:
 know the history and meaning of Haiku
 manifest an understanding on what Haiku is through answering the
questions being asked by the teacher
 compose a Haiku and explain it

II. Subject Matter

Topic: Haiku (History and its meaning)

References:
Introduction to Literature
Linda R. Bascara, Ph.D. World Literature (A Tertiary Textbook for
Literature II Under the New Curriculum)
Apolinario S Saymo, Judy Imelda l. Igoy, Remedios M. Esperon, World
Literature
http://www.toyomasu.com/haiku/
http://www.litkicks.com/HistoryOfHaiku

III. Materials:
PowerPoint Presentation
Laptop/Projector

IV. Procedure
A. Introduction/Preliminary Activities

Teacher’s Activity Student’s Activity

“Good Morning Class...” “Good Morning Ma’am!”

“Let us pray…” (One student will lead the prayer..)
 “Please pick up the pieces of paper (Students pick up the pieces of
under your chair…” paper)

“Secretary, please check the “Ma’am, no one is absent…”

attendance…”

“That’s good to hear.”

“So how was your weekend?” “It was very great Ma’am!”

“That’s good to know.”

B. Motivation

Teacher’s Activity Student’s Activity

Show 4 pictures (Flag of Japan,

Nature, Pen & Paper, Girl holding a
paper)

“What do you see in those pictures? (One student will raise his hand)
Guess the hidden word using those “Ma’am, It’s Haiku!”
rumbled letters.”

“Very good!” “Thank you!”

“How about these next pictures?” (Another student will raise his hand)
(show another four (4) pictures: 4 “Nature, it is!”
pictures of different places”

“That’s correct!”

C. Lesson Proper/Discussion

Teacher’s Activity Student’s Activity

(Uses discussion-deductive method.)

 (Will introduce the History of Haiku
from the period of Japanese culture
and the two proponents of writing
Haiku)

(Discuss line pattern and syllabication

of Haiku and will give an example of a
Haiku)

“Kindly read the poem” (One student will raise her hand,
and will read the poem)
“An old silent pond,
A frog jumps into the pound.
Splash! Silence again.”

“This is an example of a Haiku.”

(The teacher will ask questions)

“What is the theme of the Haiku “Ma’am, I think its theme is all about
given?” life.”

“That’s correct!”
(The teacher will explain the poem)

1. Generalization

(The teacher will elicit answers from

the students for the following
questions.)

“What is Haiku?” “Haiku is a form of poetry that has3

lines, 5-7-5 pattern, 17 syallables,
and its theme is NATURE”

“Who are the proponents of “MATSUO BASHO and

 Haiku?” KOBAYASHI ISSA”

“What is the syllabication and 3 lines, 5-7-5 Pattern and 17

line pattern of a Haiku?” syllables.

2. Application
(Individual Work)

(The teacher will facilitate a game

wherein, ten (10) students will be
chosen to play the game. Each student
will choose an item which has a
corresponding question in it. Each has
10 seconds. A correct response earns
the item value. If the student gives an
incorrect response or fails to answer in
time, other students may steal.)

D. Evaluation
Identify the following. (It is a 1-10 item quiz)

E. Homework
On a whole sheet of paper, write an essay about what you have learned from
the today’s lesson showing your appreciation of the topic.