I.
Objectives:
At the end of the discussion, the students will be able to:
a. realize the feminine side of nature and appreciate its importance
b. explain how the elements specific to a selection build its theme
c. perform differentiated task assigned per group
II. Subject Matter:
Topic: Song of Autumn written by Charles Baudelaire and translated to English
by William Aggeler
Reference: K-12 Learning Module (Module 3, Lesson 3 pp. 317-319)
Materials: strips, rubric, markers, manila cartolina, chalk, laptop, tv
III. Procedure
A. Preparation
1. Preliminary activities
Opening prayer Checking of attendance Getting the students’
attention
2. Review
Class, who can remember the activity that we had yesterday
3.Motivation
Watch the video entitled “Why Do Leaves Changes Color in Fall?
Four Pics-One World
Before we start our lesson, these are our learning objectives that we need to meet during and
after our discussion today.
At the end of the discussion, the students will be able to:
a. realize the feminine side of nature and appreciate its importance
b. explain how the elements specific to a selection build its theme
c. perform differentiated task assigned per group
B. Presentation
1. Unlocking of difficulties
Directions: Match difficult terms under Column A to its appropriate synonym under Column B. The
difficult words will be used in a sentence.
A B C
1. Soon we shall plunge a. showing or causing
into the cold darkness. unhappiness or sad feelings;
2. I hear the dismal sound gloomy
of firewood. b. to make a quick series of short
3. Falling with a clatter on loud sounds; rattling sound
the courtyard. c. shaking involuntarily;
4. All atremble I listen to quivering
each falling fog. d. to have a steep slope or drop
5. My spirit resembles the downward; to fall
tower which crumbles e. a woman’s private room for
under the tireless blows dressing or resting
of the battering ram. f. speed of motion or action;
6. It seems to me, lulled by quickness
these monotonous g.to cause someone to fall asleep
shocks. or become sleepy
7. That somewhere they’re h. a large and heavy piece of
nailing a coffin, in great wood that is used to hit and
haste. break through walls and doors.
8. Nothing, neither your
love, your boudoir, nor
your heart.
C. Discussion
a. What do autumn, summer and winter represents?
b. How would you relate the title of the poem to what is happening now to the Earth?
c. What do the following lines suggest?
1. That somewhere they’re nailing a coffin, in great haste
2. Sweet beauty, but today all to me is bitter
3. Yet, love me, tender heart! Be a mother,
Even to an ingrate, even to a scapegrace
d. Did you realize that even nature has its own limits? How do you deal with this? Relate it to real-life
situations by sharing your own, personal experience/s.
D. Generalization
To sum up everything, what have you learned from the poem? What does the author is trying to tell us?
E. Application
In order to understand the poem more clearly and explain its theme, I want you to study how the writer
developed the overall style of the poem. I will group the class into 4 or 5. Accomplish the following
tasks and be ready to present a group report. But before that, let us first identify the literary devices used
by the author.
C. Discussion
a. What do autumn, summer and winter represents?
b. How would you relate the title of the poem to what is happening now to the Earth?
c. What do the following lines suggest?
1. That somewhere they’re nailing a coffin, in great haste
2. Sweet beauty, but today all to me is bitter
3. Yet, love me, tender heart! Be a mother,
Even to an ingrate, even to a scapegrace
d. Did you realize that even nature has its own limits? How do you deal with this? Relate it to real-life
situations by sharing your own, personal experience/s.
D. Generalization
To sum up everything, what have you learned from the poem? What does the author is trying to tell us?
E. Application
Accomplish the following tasks and be ready to present a group report. Identify the literary devices used
by the author.
1. Tone – the attitude of the author or speaker toward the subject
2. Word Choice (diction) –the way in which words/phrases used in the context
3. Imagery – means to use figurative language to represent objects, actions and ideas in such a way that
it appeals to our senses
4. Style – artful expression of idea
5. Theme – main idea or an underlying meaning of a literary work
Directions: The leader of the group will pick a topic from the box (tone, diction, imagery, style and
theme). Questions are given to each group depending on the topic being picked. Each group will be
provided with manila paper and marker. You will be given 10 minutes to work with your group.
(After 10 mins, each group presents their output while the teacher is rating them using the rubric.
Feedbacks are given after every presentation of the group.)
RUBRIC FOR EVALUATING GROUP PERFORMANCE TASK
Category 5 4 3 2-1
Quality of Provides excellent Provides high Provides good Provides poor
performance quality quality quality quality
work/performance work/performance work/performance work/performance
Teamwork All members in the One or two members Three or more Only the team leader
team contributed to did not contribute to members did not works in the group
the work the work contribute to the
work
Effect on Audience is deeply Audience clearly Audience follows Audience is
audience engaged, eager to enjoys performance performance politely confused
follow performance
and responds
enthusiastically
Content The content The content The content The content
presented is strongly presented is presented is partially presented is not
evident to the theme evidently to the evident to the theme evident to the theme
of the story theme of the story of the story of the story
IV-Assignment
Study about the use of quotation marks.
