I.

OBJECTIVES : At the end of the lesson the students are expected to:
a)

Analyze the poem The Road Not Taken through its historical
background.

b)

Recognize the value of their decisions and their judgments

c)

Share their own The Road Not Taken experiences

II. A. TOPIC: Poetry Analysis through Historical-Biographical Approach

B. REFERENCE: Beyond Boundaries, An Integrated Approach to Reading and
Language
C. MATERIALS: Visuals, Powerpoint Presentation, copies of the poem The Road
Not Taken

III. CLASSROOM ROUTINE

A. Prayer
B. Checking of Attendance
C. Picking up pieces of papers

IV. PROCESS

INTRODUCTION

1. The class will be divided into four groups and will play a guessing game.
2. The students will be presented with two boxes, one box contains an apple, the
other one contains a spider.
3. The students will be asked by the teacher to guess what is inside the box. The
teacher will give them three clues by describing the thing inside the box.
4. The group will write their answer in the bond paper provided for them. The group
that can correctly guess after the first clue will be given 10 points, 6 points after
the second clue, 3 points after the third clue. The group that has the highest
points wins.
5. After the game, the students will be asked by the teacher what part of speech are
the underlined words in the given clues.
6. The teacher reveals the objectives of the lesson.

INTERACTION

1. The students, still divided in four subgroups, will be given strips with words
written on each strip.
2. The students will be asked to arrange the words written on each strip to form a
meaningful sentence. They will write the sentence in the cartolina provided for
them. They will be given 2 minutes for this activity.
3. A representative of each group will present their groups output in class.

4. The students will be asked by the teacher which group has arranged the
adjectives in proper order.
5. The teacher process the students answer leading to the discussion of the proper
ordering of adjectives.
6. After discussion, the groups would be given another set of paper strips. They
would be asked to arrange the words written on the strip to form a meaningful
sentence. The adjectives should be in correct order. This time it is a race. The
first group that can arrange the words correctly will get 10 points, 8 points for the
second, 6 points for the 3rd placer and 4 points for the last group. The groups
output will be posted on the board.

INTEGRATION

1. The teacher projects the two objects (apple and spider) presented in the first
activity.
2. The students will be asked the importance of these two objects and where do we
usually find them.
3. The students will be asked to pair off with a seatmate and discuss their
appreciation or their concern on Mother Nature. They would also be asked to
construct a sentence that contains at least three adjectives expressing their
concern or their appreciation to mother earth. They will be given 5 minutes for
this activity.
4. For values integration, the students would be asked this question: How can we
preserve the beauty of our environment?

EVALUATION
The students will be asked to construct sentences describing the following. Each
sentence should contain at least three adjectives. Be sure to follow the correct
ordering of adjectives.
1. Kris Aquino
2. Your girlfriend/ boyfriend
3. Your mother

ASSIGNMENT
For their assignment, the students will be asked to write a one-paragraph essay,
with this guide question: Describe the damages that man had caused to mother
earth. Be sure that your paragraph contains at least one sentence with multiple
adjectives. This would be written on a one-half sheet of paper.

Prepared By: Joy Bulig

MAED - ELT