Analysis of Invictus by William Henley

Schools Division Office-Quezon City LRMDS
Unit I
Enhancing the Self
Mark Jhoven S. Rosales
SDO-Quezon City Week 9: Days 1-2
Lesson 7
Quarter: First
Digitized Learning Material for English Grade 9
School: San Francisco High School

OBJECTIVES
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.
A. CONTENT STANDARDS

OBJECTIVES
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.

The learners should be able to:
EN9V-Ih-12.3: Note types of context clue (restatement,
definition, synonyms, antonyms) used for a given
word or expression
EN9LT-Ii-3: Explain how a selection may be influenced by
culture, history, environment, or other factors
EN9LC-Ia-8: Process information mentioned in the text
listened to
EN9LT-If2.2.3: Determine tone, mood, technique, and
purpose of the author.
OBJECTIVES
C. LEARNING COMPETENCIES

Specific Objectives:
Given the necessary materials, 80% of the students should
be able to:
1. Use synonyms and clues in identifying the meaning of
unfamiliar words;
2. Explain how the selection may be influenced by culture,
history, environment, or other factors.
3. Identify the tone and mood of the selection read;
4. Interpret the meanings of the symbols used in the poem;
5. Determine the literary devices used in the poem;
6. Compare and contrast information listened to; and
7. Provide feedback.
OBJECTIVES

CONTENT
Invictus
by William Ernest Henley

LEARNING RESOURCES
References Other Learning Resources
1. Teachers Guide pages:
pp.
2. Learners Materials pages:
pp.
3. Textbook pages:
Essential English
Worktext in Literature and
Language pp. 244-256
4. Additional Materials from
Learning Resource portal
• Clipart
• https://www.slideshare.net/andIlov
eyoumorecupid/landscape-
ppttemplate037
• https://www.youtube.com/watch?v
=kZlXWp6vFdE
Teacher-made powerpoint
Manila Paper and pentel pens
chalk and erasers
Others:
• Digitized Learning Material of
Mrs. Raquel Mangahas on
“Why Women Wash the
Dishes”
• https://www.youtube.com/w
atch?v=zHHlszLIsi8

PROCEDURES
Motivation Vocabulary Literature
and Its
Author
Literary
Analysis
Message of
the Text
Language
Focus
Evaluation Remarks

Establishing a Purpose for the Lesson
If you were the president, what would be the number one
priority of your administration? Why?
If you were the people in these pictures,
what would be your answers in the questions given
to them?

If you were Cardo Dalisay, which would you choose
between your job or family? Why?

If you were him, would you prefer to work abroad than to
teach here in the Philippines? Why?

Present Samples/Instances of the Lesson

The unfamiliar
words are jumbled in a
box. There are pictures
that will help you think
of what the unfamiliar
words are. Synonyms
of the words are also
provided. “Sound-like
words” will also be
provided to help you in
guessing.

Synonyms:
unconquerable
undefeated
invincible
Sounds like:
impetus
TN CI SIUV

Synonyms:
unconquerable
undefeated
invincible
Sounds like:
impetus
TN CI SI UV

Synonyms:
shrinking
movement due to
sudden shock or pain
Sounds like:
prince
NW CI ENWI

Synonyms:
shrinking
movement due to
sudden shock or pain
Sounds like:
prince
NW CI E

Synonyms:
castigate, nag,
bully, coerce, harass
Sounds like:
dungeon
EO GN BLUD

Synonyms:
castigate, nag,
bully, coerce, harass
Sounds like:
dungeon
E OG NB L U D

Synonyms:
unyielding
unstoppable
Sounds like:
allowed
BE O DNUW

Synonyms:
unyielding
unstoppable
Sounds like:
allowed
B EO DNU W

Synonyms:
chaos, madness,
hostility, bitterness
Sounds like:
bath
A HTWR

Synonyms:
fury, madness,
hostility, bitterness
Sounds like:
bath
A HTW R

Synonyms:
overhang or
about to happen
Sounds like:
rooms
SOOM LOM

Synonyms:
overhang or
about to happen
Sounds like:
rooms
SOO ML

Synonyms:
hazard, peril,
risk, danger
Sounds like:
Dennis
EE CM N A

Synonyms:
hazard, peril,
risk
Sounds like:
Dennis
EE CM N A

Synonyms:
fortune,
circumstance, destiny
Sounds like:
bait
ET F A

Synonyms:
fortune,
circumstance, destiny
Sounds like:
bait
ETF A

Discussing New Concepts and Practicing New Skill #1
The Literary Text:
INVICTUS
By: William Ernest Henley

Discussing New Concepts and Practicing New Skill#1
William Ernest
Henley
 Born August 23, 1849- Died
July 11, 1903
 From the age of 12, Henley
suffered from tuberculosis of
the bone that resulted in the
amputation of his left leg
below the knee
 In the Victorian Era,
amputation was a grisly affair.

Discussing New Concepts and Practicing New Skill#1
William Ernest
Henley
 Henley was bullied throughout his young
life due to his amputation and illness.
 Henley spent 20 months in the hospital in
recovery after his amputation.
 It was this terrible hospital experience, and
the problems of life that followed it, that
inspired many of Henley's poems,
including “Invictus.”
 He was 26 when he wrote the poem.

The Literary Text:
INVICTUS
(Please click the image to play the video.)

 How many stanzas are
there in the poem? How
about lines per stanza?
 What is the rhyme
scheme of the poem?
 Who do you think is the
speaker in the poem?
How do you say so?
 What does “Invictus”
mean?
Comprehension
Questions:

INVICTUS
home of
evil everywhere
Instead of giving in to sickness and despair, the speaker was still
thankful, though his body was beaten, his spirit wasn’t.
1st Stanza

Deadly
grip
Shrinking
movement
harassment
Though the speaker was knocked out with horrible circumstances
in his life, he believed that he was still in control of his life. His
spirit was still high, rose up from where he stumbled and fought
back.
2nd Stanza

death
unexpected
happening
chaos
danger
Even the speaker does not know what he might encounter in the
future, he is not scared of what life can bring to him because he’s
ready.
3rd Stanza

narrow
weight of
horrible
experiences he
may face
The speaker has high hopes that even life is like a roller coaster ride
full of ups and downs, he believes he can pass the test of it. Though
his future is still uncertain, he will go on and control his decisions
which will eventually create the life the way he wants it to be.
4th Stanza

Generalization
Watch the video about the experience of
Derek Redmond during his game in Olympic
400-meter sprint. (Please click the image)

Generalization
Follow up questions:
1.What is the video clip about?
2.What was the unexpected dilemma
encountered by the man in the video
clip? How did he face it?

Generalization
If we compare the poem to the video, what do
they tell us?
Fate may bring us to something we do not
expect or control. However, we are the ones
who control our lives and soul. No one
can ever control your life except yourself
because in life full of destruction we can still
experience victory through the decisions we
make in life. Remember, YOU ARE THE
MASTER OF YOUR OWN SHIP.

Discussing New Concepts and Practicing New Skills #2
Literary Devices:
What are the figures of speech you
noticed during and/or after reading the poem?
Can you enumerate them all?

Literary Devices:
What is the meaning of the word “black”
in the second line of the stanza?
night
What figure
of speech is
it?

Literary Devices:
‘My head is bloody, but unbowed’ and ‘I have not
winced nor cried aloud’ are examples of
________________________.

Evaluating Learning
You should be able to perform the following
tasks. Your performance will be graded using the rubric
below.
Part A.

Group 1
Evaluating Learning
: Hit the Tone!
What do you think is the feeling or
attitude of the author in poem Invictus?
Explain your answer.

Group 2 : That’s the Mood!
Evaluating Learning
Determine the prevailing feeling or
attitude of the reader while or after reading
the poem.

Group 3: Impressions on Allusions
Evaluating Learning
Allusion is a statement that refers to something
without mentioning it directly. Identify lines from the
poem that support the following themes in the table
below:
Death Pain Courage

Group 4: Finding Equivalence
Evaluating Learning
Find equivalents for the following phrase in the
poem. Then, explain your answer. Use the table below.
Quotes Equivalence
“I’m hurt but I resist”
“I do not fear old age”

Group 5: Making Decisions
Evaluating Learning
Situation
#1
Cause
Solution
Solution
Solution
Solution
Cause Cause
Think of a
challenging
situation/problem
that human may
encounter in life, its
causes why it
happens and
suggest possible
solutions on these
situations.

Evaluating Learning
Assessment Rubric for Class Presentation

Evaluating Learning
Part B.
1.When was the time William Henley wrote the poem?
a.When he married his wife
b. When he got tuberculosis of the bone
c. when studied in college
d. when he met his friend Joseph
2.What is the tone of the last two lines of the poem?
a. courage c. determination
b. disappointment d. conviction
Directions: Choose the letter of the correct answer.

Evaluating Learning
3. What is the point of view used in the poem?
a. first person c. third person
b.second person d. third person omniscient
4. The title of the poem Invictus implies _________.
a.undefeated character c. unavoidable circumstances
b.unfavorable situations d. undecided person
5. The line “My head is bloody but unbowed…” is an
example of ________.
a.alliteration c. repetition
b.allusion d. consonance

Homework
Quotable Quotes
Directions: Create a slogan/quotation
that is connected or best describes the last
two lines of the poem Invictus. Write it in a
short bond paper.
“I am the master of my faith,
I am the captain of my soul.”

REMARKS
This lesson is intended for two days.

No.of learners who got 80% in
the evaluation
No. of learners who require additional
activities for remediation
No. of learners who continue to
require remediation
Did the remedial lessons work?
No.of learners who have caught up
with the lesson?
Reflection

Which of my teaching strategies worked well? Why did these
work?
REFLECTIONS
Pointers why it worked well:
1.
2.
3.
Why it did not work well:
1.
2.
3.

What difficulties did I encounter which my principal or
supervisor can help me solve?
REFLECTIONS
Difficulties I encountered:
1.
2.
3.
Assistance from:
Department Head:
Principal:
Supervisor:

What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I use/discover
which I wish to share with other teachers?
REFLECTIONS
Innovation or localized materials used to be shared with
other teachers:
1.
2.
3.

Department of Education
Schools Division Office – Quezon City
Nueva Ecija, Bago Bantay
Quezon City
DR. BETTY C. CAVO
Assistant Schools Division Superintendent
DR. CECILLE G. CARANDANG
Assistant Schools Division Superintendent
DR. JUAN C. OBIERNA
Chief, Curriculum Implementation Division
Learning Resource Management Section
DR. HEIDEE F. FERRER
Education Program Supervisor, LRMDS
EDWARD B. EDOSMA
Education Program Specialist II
DALE A. LATAWAN
Project Development Officer II
LIZA N. JAVIER
SDO Librarian II
NATIVIDAD P. BAYUBAY, CESO VI
Schools Division Superintendent

Analysis of Invictus by William Henley

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