INNOVATIVE ELT STRATEGIES

Final Requirement
Name: Marie Concepsion L. Celesio Ed.D. ELT
LESSON PLAN IN ENGLISH GRADE 9

I .Objectives
At the end of the lesson, the students are expected to:
a) explain the message of the poem by interpreting its lines,
b) show the message and feelings of the poem; and
c) appraise ones purpose in life.

II. Subject Matter

Topic : “A Psalm of Life” by Henry Wadsworth Longfellow
Reference : A Journey through Anglo-American Literature 9
Skills : Reading, Speaking, Listening, Writing, Viewing
Instructional Aids : LCD projector, laptop, hand outs, graphic organizers, activity materials,
coloring materials
Value Focus : Optimism, purposeful life, faith in God, hard work and patience

III. Procedures
Preliminary Activities
- Prayer
- Checking of Attendance
- Classroom reminders/rules
A. Review
 Call volunteers and ask the following questions
o Can anybody recall our previous lesson?
o Can you share it in the class?
B. Motivation
- Use TPS (Think-Pair-Share) Post the following questions:
1. How do you relate the message of the song in your life?
2. What is the best way to live life according to the song?
1. Play the song “Where are you going to?” Let them look for their pair and have them answer the graphic
organizer provided.

Use Random Online Picker to call pairs.

Process students’ answers and lead them to the lesson proper.
Present the objectives of the lesson

C. Vocabulary Development
Directions: Select a word which has a synonymous meaning from the underlined words below.

fight brief camp sad

wonderful mute sleep wreck

______1. He roused Charles from his slumbers.

______ 2. I caught a fleeting glimpse of the comet.
______ 3. I could hear their muffled voices from the next room.
______ 4. The soldiers are setting up a bivouac by the stream.
______ 5. There is a bitter strife between the two political factions.
______ 6. She just used simple spices and fresh vegetables to create a sublime dish.
______ 7. She was forlorn when she found out the trip had been cancelled.
 D. Presentation of the Lesson
 Introduce Henry Wadsworth Longfellow (the author) and its background.

Present the motive/guide questions for text analysis.

Motive Questions:
1. What according to the poem is our “destined end or purpose”? Cite lines from the poem.
2. What does the persona meant in the 5th stanza?
3. Whose footprints is the speaker referring to in the poem? What does this symbolize?
4. What are the values expressed in the poem? Do the people of today still share the values expressed in the
Psalm of Life? Prove it.
5. What is the message of the poem “A Psalm of Life” by Henry Wadsworth Longfellow?

 Distribute copies of the poem to the students.

 Let the students listen while viewing a clip of the poem.
 Have students read the poem using “Pop Up Reading”.

 Whole Class Discussion

-Answering of motive questions
-Use “Numbered Heads Together Strategy”
-Groups (A) are given 5 minutes to answer the assigned question.
-Have them write their answers in the graphic organizer provided.
-Discussion and answering of questions will follow. Use drawing of lots to determine the student who will
present the group’s output.

E. Application (Group Work)

a. Let students proceed to their B GROUP
b. Assign each group a task (use strategies of 21st century teaching poetry)
Group 1: FREEDOM WALL
Directions: Each member will write their expressions, feelings and realizations about the poem. Write it in
small notes and post it in the cartolina provided.
Group 2: SLOGAN MAKING
Directions: Create a slogan out from the theme “living life with a purpose” and explain it in front of the
class.
Group 3: INTERPRETIVE READING
Directions: Read the poem in front of the class with correct pronunciation, stress and feelings
Group 4: MELODY FOR A POEM
Directions: Make or select a tune/melody out from the poem “A Psalm of Life” and sing it in front of the
class.
Group 5: DOODLE MAKING
Directions: Draw icons that have something to do about “Living life with a Purpose” and explain every
icon why or how it represents living life with a purpose.

 Presentation and rating of outputs will follow.

 Allow the groups to rate other group’s performance.
F. Generalization
Use graphic organizer to check at least three things they learned about the poem. (use Thorn, Buds and
Flower strategy)

IV. Evaluation
Directions: Read the statements carefully and encircle the letter of the correct answers.
1. The following questions are about "A Psalm of Life." According to lines 29-32, the speaker would most
likely describe life as
An ocean b. a shipwreck c. a dream d. a journey
2. The speaker highlights life’s difficulties when he says life is like

a. A field of battle c. dust in the grave

b. An empty vision d. muffled drums

3. What is the basic meaning of stanza 8?

a. Footprints can tell you a lot about history.

b. People who survive shipwrecks learn from others.

c. Leave behind acts from which others will learn.

d. Life can be dangerous and troublesome.

4. According to the last stanza, what are two things we should be doing with our lives?

a. Trusting in our fellow man and trusting in ourselves

b. Meeting goals and working toward new ones

c. Learning from the past and looking ahead

d. Showing love and making peace

5. What is the central message of the poem?

a. Living life according to ones needs

b. Living life with a purpose

c. Living life with luxuries

d. Living life with conditions

- Present and check with the students whether the objectives are met

V. Assignment:
G. AN FB STATUS POST
-Research over the internet of other inspiring poem about life and discover its message. Post as your status
on FB your reflection on the message of the poem and tag your friends. See how their comments will be.
Screenshot and present this in the class next meeting.
 Rubrics for Freedom Wall

Criteria Good Fair Poor Score

All expressions are Most expressions are Expressions are not
accurately and clearly accurately and clearly clearly stated and

Relevance of stated and have a complete stated and adequate incomplete

expression to the coverage of the topic. coverage of the topic. coverage of the

theme (15) topic.

All of the graphics or Most of the graphics Some of the

objects used in the activity or objects used in the graphics or objects
reflect an exceptional activity reflect an used in the activity
Creativity (10) degree of students’ exceptional degree of reflect an
understanding. students’ exceptional degree
understanding. of students’
understanding.
Clear evidence of Adequate evidence of Some evidence of
teamwork and equal teamwork and fairly teamwork and some
division of labor. good division of labor. division of labor.
Tasks have been
Tasks have been distributed distributed within the Most of the work
Teamwork (5)
within the group. group. was done by only 1
Assigned tasks performed Assigned tasks person.
by each member. performed by most of
the members.

Total
 Rubrics for Slogan Making

Criteria Good Fair Poor Score

The students give a The students give a The students give a
reasonable explanation of reasonable explanation fairly reasonable
how every item is related of how most items are explanation of how
Relevance of to the assigned theme. related to the assigned most items are related
content to the For most, items, the theme. For many of the to the assigned
theme (15) relationship is clear items, the relationship is theme.
without explanation. clear without
explanation.

All of the graphics or Most of the graphics or Some of the graphics

objects used in the objects used in the or objects used in the
activity reflect an activity reflect an activity reflect an
Creativity (10)
exceptional degree of exceptional degree of exceptional degree of
students’ understanding. students’ understanding. students’
understanding.
Clear evidence of Adequate evidence of Some evidence of
teamwork and equal teamwork and fairly teamwork and some
division of labor. good division of labor. division of labor.
Tasks have been Tasks have been
distributed within the distributed within the Most of the work was
Teamwork (5)
group. group. done by only 1
Assigned tasks Assigned tasks person.
performed by each performed by most of
member. the members.

Total
 Rubrics for Interpretive Reading

Criteria Good Fair Poor Score

Volume was perfect and Loud enough and we Can hear but not
added increases or decreases can all hear perfectly. loud enough.
Volume (5) for emphasis.

There was an extra crispness
Clarity (5) to the pronunciation.
Flowed faster or slower
depending on the poem’s
Fluency (10)
mood.
Pronounce all the Mumbled a bit. Hard
words correctly. to understand all the
words.
Smooth like a river. Stopped now and
Knew every word. then to work on a
word.

Sounded very professional. Changed their voice Read in a sing-song

This reader should be on to make it interesting way or did not
Expression (5)
stage. the whole time. change voice very
much.
Moved comfortably during Held the book Sometimes held
the reading. Not stiff. properly and stood book too high,
Posture (5)
tall all the time. sometimes stayed
tall.
Total
 Rubrics for Melody Making

Criteria Good Fair Poor Score

Mostly loud and We could hear and Many were too quiet or
Soloists & clear, easily understand most words. went too fast.
Speakers understood.
(10)

The group stays Sometimes too fast or Often too fast or too
Beat (10) together. too slow. slow.

Most all looked like Many were having fun, Only a few were
they were having but some were not. having some fun.
Energy (5) fun.

Most students A few students were Many students were

blended in quiet silly or talking. silly or talking.
Behavior (5) between songs.

Total
 Rubrics for Doodle Making

Criteria Good Fair Poor Score

The students give a
reasonable explanation of
how every icon is related
to the assigned theme. For
Relevance to
most, items, the
the theme (15)
relationship is clear
without explanation.
The students give a The students give a
reasonable explanation fairly reasonable
of how most icons are explanation of how
related to the assigned most icons are
theme. For many of the related to the
items, the relationship assigned theme.
is clear without
explanation.

All of the graphics or Most of the graphics or Some of the

objects used in the activity objects used in the graphics or objects
reflect an exceptional activity reflect an used in the activity
Creativity (10) degree of students’ exceptional degree of reflect an
understanding. students’ exceptional degree
understanding. of students’
understanding.
Clear evidence of Adequate evidence of Some evidence of
teamwork and equal teamwork and fairly teamwork and some
division of labor. good division of labor. division of labor.
Tasks have been Tasks have been
distributed within the distributed within the Most of the work
Teamwork (5)
group. group. was done by only 1
Assigned tasks performed Assigned tasks person.
by each member. performed by most of
the members.

Total