SCHOOL Fullbright College GRADE 9

LEVEL
TEACHERS Eduarte, Maria Josefa Joy C. Rafols, LEARNING Language in Literature
DETAILED Carlene A. Generacion, Estella Maris AREA
LESSON PLAN B. Amit, Sherryl
TEACHING Wednesday 8:00-9:00 A.M. QUARTER I (Week 7)
DATE AND
TIME

I. OBJECTIVES

A. CONTENT STANDARD The learner demonstrates understanding of how Anglo-American literature and
other text types serve as means of enhancing the self; also, how to use processing,
assessing, summarizing information, word derivation and formation strategies,
appropriate word order, punctuation marks and interjections to enable him/her to
participate actively in a speech choir.
B. PERFORMANCE STANDARD The learner actively participates in a speech choir through using effective verbal and
non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial
Expressions, Body Movements/ Gestures and Audience Contact.
C. LEARNING COMPETENCY Note types of context clue (restatement, definition, synonyms, antonyms) used for a
given word or expression: (EN9V-Ig-12.3)
D. SPECIFIC LEARNING OBJECTIVES At the end of the lesson, 80% of the learners must be able to:
a. identify the meanings of words through synonyms;
b. utilize context clues and word relationships to determine the meanings of words
through synonyms.
c. develop the ability to express oneself more precisely by selecting appropriate
synonyms to convey subtle nuances in meaning.
II. CONTENT
A. SUBJECT MATTER Language in Literature 9 (Anglo-American Literature): Figuring Out Meanings of
Words Through Synonyms
B. TEACHING STRATEGIES Student-Centered

III. LEARNING RESOURCES

A. REFERENCES Language in Literature 9 K to 12 Revised Edition. Published by Vibal Group, Inc.
And MELC.
B. OTHER LEARNING RESOURCES PowerPoint Presentation, Visual aids, and Instructional Materials

IV. Procedures

PARTS TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Preliminary Activities Good morning, class! I hope you all had a
great start to your day.
Good morning, Ma'am!
Before we begin our lesson, let us all stand
for a prayer. May I call Trisha to lead the
prayer. Yes Ma'am!
Dear God,
Thank you for this opportunity to learn and
grow. Guide us as we study today. Help us to
be attentive, respectful, and kind. May your
wisdom fill our minds and your love fill our
hearts. We lift you up today, Lord. In Jesus
Name we pray, Amen.
Before you take your seats, I want you to
look around, pick up pieces of paper or trash
around you, and put them inside your
pocket or bag.

You may now take your seats.

Thank you, Ma’am!
And now we are going to check your
attendance.
Raise your hands and say present as I call
your names. Are we clear?
Yes, Ma’am!
A. Reviewing the Previous Now that we have finished checking your
Lesson or Presenting the New attendance, let me present our classroom
Lesson rules. I have prepared four classroom rules,
and I want all of you to apply those rules in
my class.
Yes, Ma'am!
May I call on Mikha to read the classroom
rules posted on the board?
Yes, Ma’am!
Classroom Rules:
1.) Respect: Treat everyone with kindness and
consideration.
2.) Listen: Pay attention when others are
speaking.
3.) Raise Hand: Wait for your turn to speak or
leave your seat.
4.) Participate: Contribute to class
discussions and activities.
Alright, thank you Mikha.

And now that you all know the classroom

rules, you must remember and apply those
rules, so that we can create a positive and
productive learning environment.

Does anyone have questions or clarifications

on any of our classroom rules? Feel free to
ask.
None, Ma'am!
If none, then can anyone still remember our
previous lesson?
Yes, Ma'am!
Our previous lesson is about the figures of
speech in poetry.
 Can you give me one example of figures of
speech in poetry?
Ma'am, metaphor is one example of figures of
speech in poetry.
Alright, then what does metaphor means?
Ma'am, metaphor is a figure of speech that
implicitly compares two unrelated things,
typically by stating that one thing is another.
Very good, Grace!

B. Establishing Purpose for the And now I have prepared a short activity, get
New Lesson a 1/2 piece of paper and I will give you 3
minutes to finish it before we begin our
lesson.

Class, I want you to read the directions.

Yes, Ma'am!
Directions: Read the sentence carefully.
Change the underlined word to a new word
that has the same meaning. You can choose
from the choices inside the box.
Alright, in each of the sentence there is an
underlined word, and I want you to change
those words with a new word that has the
same meaning. You may choose in the
choices given in the box.

Class time is up! Pass your papers in front.

Who wants to answer number 1?

Ma'am!
Jean is sad because she lost her pet dog.
the answer is the word lonely.
Very good, Kyla!
The answer is lonely because it is the
synonym of the word sad.

How about number 2?

Ma'am!
The flower looks so beautiful.
My answer is the word pretty.
Very good, Nate!
The word pretty is the answer since the
meaning is same as the word beautiful.

Now, who wants to answer the last number?

Ma'am!
Anna is a very smart student.
The answer is intelligent.
Very good, James!
The answer is intelligent because it has the
same meaning as the word smart.
 Alright, now that we are done with the
activity what do you think is our lesson all
about?
Ma'am!
I think our topic is about synonyms or those
words with the same meanings.
Very good, Isa! Our topic is all about
synonyms, so in our activity you choose a
word that has the same meaning with the
underlined word.
Today, our topic will be about Figuring Out
Meanings of Words Through Synonyms.
Who wants to read our lesson objectives?
Ma'am!
Yes, Nathan!
At the end of the lesson, 80% of the learners
must be able to:
a. identify the meanings of words through
synonyms, antonyms, and restatements;
b. utilize context clues and word
relationships to determine the meanings of
words through synonyms.
c. develop the ability to express oneself more
precisely by selecting appropriate synonyms
to convey subtle nuances in meaning.
Thank you, Nathan!

C. Presenting And now that we already know the

Examples/Instances of the objectives of our lesson, let's start.
Lesson
In an instance, what do you do to help you
understand the meaning of a poem that uses
difficult language and complex structure?
Ma'am!
 Yes, Anne go ahead!
In order for me to understand the words and
the meaning of a poem, I use a dictionary to
find its synonyms.
Very good! We actually try to find the
synonyms of the words that is hard for us to
understand.

How about in writing a poem, why do you

think writers use complex structures and
difficult words?
Ma'am!
I think writers use difficult words to add
depth and impact on the message of their
poems.

Very good, Nathan! They use complex words

more often to express their artistic side and
add more depth and beauty in their poems.

D. Discussing New Concepts and Again, synonyms are words with similar or
Practicing New Skills #1 nearly the same meaning as another in
language. It is very important because it can
help improve comprehension by providing
alternative words that may be more easily
understood by the readers.

Can someone give me more ideas on how

important synonyms are?
Ma'am!
Go ahead, Mikha.
For me, synonyms are very important because
it can help decode the meaning of a difficult
 word and help us to understand the context of
the sentence.
Very good! Synonyms helps us to
understand the meaning of a difficult word
by providing contextual cues based on
similar words with known meanings in the
sentence.

When it comes to reading and

understanding poetry it often pose a
challenge because a number of poetic texts,
particularly those of earlier literary periods,
are expressed in difficult language. One way
of coping with difficult or unknown words is
finding familiar synonyms, or words that
have the same or similar meaning as a given
word.

I have here an example of verses from

"Sonnet LXV" by William Shakespeare. I
want you all to pay attention to the
underlined words.
Yes, Ma'am!
Since brass, nor stone, nor earth, nor
boundless sea,
But sad mortality o'erways their power,
How with this rage shall beauty hold a plea,
Whose action is no stronger than a flower?
O! how shall summer's honey breath hold
out,
Against the wrackful siege of battering days,
When rocks impregnable are not so stout,
Nor gates of steel so strong but Time decays?
Now, what did you observe from the
underlined words in the verses of the poem?
Ma'am!
Yes, go ahead.
I would say that, the words seems very
difficult to understand.
Very good! Diana
These are difficult or unfamiliar words.
Basically, it is hard for us to understand the
contextual cues or the meaning of the poem
since the writer uses complex structures and
unfamiliar words.

Now, I have here a new version of the same

verses, but the difficult words are replaced
with common and familiar synonyms.

Since brass, nor stone, nor earth, nor vast

sea,
But sad death defeats their power,
How with this rage shall beauty endure,
Whose action is no stronger than a flower?
O! how shall summer's honey breath
survive,
Against the destructive of battering days,
When rocks unbreakable are not so strong,
Nor gates of steel so strong but Time
decays?

What did you observe now?

Ma'am, the words are more understandable
and simple rather than the words earlier.
Yes, very good!
The words are now easy to understand.
Synonyms helps us to unlock the meaning of
difficult words and understand the
contextual cues of the poem. Finding its
synonyms can provide clarity by offering a
more familiar term that conveys a similar
meaning.

Alright, students are we clear with the

synonyms and how it helps us to figure out
meanings of words?
Yes, Ma'am all clear!
Did you all understand our discussion?
Yes, Ma'am!
Do you have any questions or clarifications
about our lesson?
None, Ma’am!
If that's the case, I will be the one to ask you
some questions.

What was our topic all about?

Ma'am, our topic is all about synonyms.
What is Synonym?
Ma'am, synonyms are words with similar or
nearly the same meaning as another in
language.
How could you apply it in understanding
words or sentences?
I think Ma'am, by using synonyms we can
deepen our understanding of words or
sentences by exploring different meanings
and nuances. When we encounter a word that
we are not familiar with, we can look up its
synonyms to get a better grasp of its meaning.
 Very good! Everyone.

E. Discussing New Concepts and Alright class, to further your learnings about
Practicing New Skills #2 our topic, I will give you a group activity.

Form yourselves into two groups and

prepare 1/2 sheet of paper per group.
Yes, Ma'am!
This activity is called "Exploring Word
Meanings in Poetry through Synonyms"

Who wants to read the directions?

Ma'am!
Go ahead, Mae.
Directions: Find the synonyms of the
underlined words in the poem. You may
choose in the choices below.
Thank you, Mae!

So, what you're going to do is to identify the

synonyms of the underlined words from the
poem. And choose the right synonym from
the choices below. I want you to rewrite the
poem and change the underlined words
using the synonyms that you've chosen.
Write it in a 1/2 sheet of paper.
Yes, Ma'am!
Can someone read the poem and the choices
first?
Ma'am!
Go ahead, Bryan.
To Love You by Lang Leav
 It feels bitter sweet to love you, as though
time has already run its ruinous path and
everything good is over before it begins.

It feels perilous to love you, like a dust storm

swallowing up the sky or a comet skimming
the stratosphere.

But it is an honor to love you. Like the snow

drifts giving way to spring, I will hold you for
as long as I can.
Thank you, Bryan.

Now you may start. I will give you 5 minutes

to complete the activity.
Choices:
unfortunate better drain unsafe
gliding flow melts struggle
Time is up! Now I want you to choose a
representative from your group to present
your group answers.

Representative of group 1 and 2, please

stand in front and bring your works.
Yes Ma'am.
Nathan, you may present first for group 1.
It feels bitter sweet to love you, as though
time has already run its unfortunate path and
everything good is over before it begins.

It feels unsafe to love you, like a dust storm

swallowing up the sky or a comet gliding the
stratosphere.
 But it is an honor to love you. Like the snow
melts giving way to spring, I will hold you for
as long as I can.

Alright, Ella you may now present your

group's work.
Yes, Ma'am.
It feels bitter sweet to love you, as though
time has already run its unfortunate path and
everything good is over before it begins.

It feels unsafe to love you, like a dust storm

swallowing up the sky or a comet gliding the
stratosphere.

But it is an honor to love you. Like the snow

melts giving way to spring, I will hold you for
as long as I can.
Very good students! All of your answers are
correct. It seems you are all getting better in
analyzing the meaning of the words using
synonyms.

Nathan and Ella you may now go back to

your sits.
Thank you, Ma'am!
You all did a great job!
Yes, Ma'am.

F. Developing Mastery Did you all understand our lesson?

Yes, Ma'am.
That is good to hear! And now, let’s move on
to another activity.

The title of the new activity is "Find the

Synonym Challenge".

Stacey, please read the direction.

Yes, Ma'am.
Direction: Find the synonyms for the clues
provided. Write the matching synonym in the
corresponding words below. Each synonym
should fit both across and down clues. Write
your answers in a 1/4 sheet of paper.
 Down: Across:
1.Large- 4.Small-
2.Happy- 5.Angry-
3.Fast- 6.Smart-
7.Strong-
Alright, you may start. I will give you 5
minutes to finish the activity.

Time is up! Pass your papers in front.

Who wants to answer #1 to #3?

Ma'am!

Go ahead, Mikha.
Down:
1.Large-Big
2.Happy-Glad
3.Fast-Quick
Very good, Mikha!

How about #4 to #7 who wants to answer?

Ma'am!

Go ahead, Nathan.
Across:
 4.Small-Tiny
5.Angry-Mad
6.Smart-Intelligent
7.Strong-Powerful
Well done, students! Give yourselves a
round of applause.
G. Finding Practical Application Now that you are all familiar with the
of Concepts and Skills in Daily synonyms and how we use it to figure out
Living meanings of words in poem or sentences, let
us now move on to another activity.

Who wants to read the direction? Ma’am!

Direction: using a thesaurus or an online
dictionary, replace the highlighted words in
Shakespeare’s “Sonnet XII” with common
synonyms. Then, on a ½ sheet of paper explain
what the verses mean in your own words.
Thank you, Mark!
You may be guided by the posted rubrics are
we clear?
Yes, Ma’am.

Activity Rubric:
1. Task Completion (50 points)
- Student accurately replaces the highlighted
words in Shakespeare's "Sonnet XII" with
common synonyms using a thesaurus or an
online dictionary.
- Student provides explanations on the lines
provided to convey the meaning of the three
verses in their own words.
2. Understanding and Analysis (30 points)
- Student demonstrates a clear
understanding of the original text and the
synonyms chosen for replacement.
- The explanations on the lines provided
show a thoughtful interpretation of the
meaning behind the verses.
3. Creativity and Originality (20 points)
- The student's own words used to explain
the verses show creativity and original
thinking.
 - The replacement of words with synonyms
adds a new perspective or depth to the
understanding of the sonnet.
Total Points: 100
Alright, you have 10 minutes to complete the
activity.
You may now start.
Time is up! Pass your papers in front.

H. Making Generalization and And now that we are all done with our
Abstraction about the lesson activities, let me know what you have
learned throughout our discussion.
What have you learned based on our
discussion?
Ma'am, today we have learned synonyms and
how can we use it to figure out meanings of
words in a poem and sentences.
Very good! Ethan.

What are synonyms again?

Ma'am, synonyms are words that has the
same or almost similar in meaning.
Very good! Unice
 Now, why is it important to know synonyms
and how can you apply your learnings in real
life situations?
Ma'am, knowing synonyms can enhance our
communication skills, improve our writing,
and can help to express ourselves more
effectively.
Very good! It seems that you already
understand our lesson.

To summarize, today we have discussed

synonyms and how can it help us in figuring
out meanings of unfamiliar words in a poem
or in a sentence.
I. Evaluating Learning Ryza, can you read the directions of our
activity?
Direction: Choose the correct synonym for
the underlined word from the provided
options.
1. He was furious after missing the bus.
A) angry
B.) happy
C) sleepy
D) excited
2. The movie was amazing, with stunning
special effects.
A) terrible
B.) fantastic
C) boring
D) sad
3. She felt content after finishing her project
ahead of time.
A) angry
B.) sad
C) happy
D) tired
4. The hikers enjoyed the scenic views from
the mountaintop.
A) ugly
B.) beautiful
C) noisy
D) hot
5. His new job offered a lucrative salary and
great benefits.
A) low paying
B.) exciting
C) challenging
D) profitable
6. The old mansion was spacious and filled
with antique furniture.
A) small
B.) dirty
C) large
D) old
7. The children were ecstatic when they
heard they were going to Disneyland.
A) sad
B.) bored
C) excited
D) angry
8. The novel had a complex plot that kept
readers guessing until the end.
A) simple
B.) interesting
C) boring
D) confusing
9. The chef created a delicious meal that left
everyone satisfied.
A) terrible
B.) fantastic
C) boring
D) tasty
10. She wore a stunning dress to the party,
attracting everyone's attention.
A) ugly
B.) beautiful
C) simple
D) old-fashioned
Correct Answers:
1.) A
2.) B
3.) C
4.) B
5.) D
6.) C
7.) C
8.) D
9.) D
10.) B
 I know you have learned a lot, and to further
J. Assignment or Additional broaden your knowledge about our lesson, I
Activities will be giving you an assignment. John,
please read the directions.

Directions:
1.Prepare a one whole sheet of paper.
2.Choose a poem with rich language that
contains some unfamiliar words or phrases.
3.Read through the poem first and identify at
least five unfamiliar words.
4.For each unfamiliar word, look up its
definition, and find one synonym for each
word.
5.Based on the context of the poem and
synonyms who have found, infer the meaning
of each unfamiliar word within the poem.
6.Write down your inferred meanings next to
each word you have chosen.

Are we clear with your assignment?

Yes, Ma'am

If you have no further question, class

dismissed. Goodbye class, thank you!
V. REMARKS
 VI. REFLECTION

No. of learners who earned 80% in the

evaluation
No. of learners who require additional
acts.
For remediation who scored below 80%
Did the remedial lessons work? No. of
learners caught up with the lessons.
Which of my teaching strategies worked
well? Why did this work?
What difficulties did I encounter that my
principal/supervisor can help me solve?
What innovations or localized materials
did I used/discover which I wish to share
with other teachers?

Prepared by:

Eduarte, Maria Josefa Joy C.

Rafols, Carlene A.
Generacion, Estella Maris B.
Amit, Sherryl