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I. OBJECTIVES
     At the end of the lesson, the students should be able to:
       a. Unlock the meaning of words through context clues.
       b. Demonstrate interest in the listening and reading of the selection through participation.
       c. Express appreciation for significant human experiences in the selection.
       d. Show understanding of the poem read by relating it to personal experiences.

II. SUBJECT MATTER
       Topic:     Showing Appreciation for Significant Human experiences in a Selection
                  “Digging” by: Seamus Heaney
       Textbook:  English Expressways IV
                  Virginia F. Bermudez, Ed. D.
                   pp 304-305
       Materials: PowerPoint Presentation

III. PROCEDURE
       A. Pre-Lesson Activities
              1. Prayer
              2. Checking of Attendance
              3. Review on what is Literature
                       Questions:
                              What comes to your mind when you hear the word “literature”?
                              Basing from your answers, what is literature then?
              4. Tell the students that your lesson is under the literature part of the English subject.

       B. Motivation
              1. Show pictures of famous people to the students.
              2. Ask who are worthy to imitate or try to be like.
              3. Ask the students what makes these people admirable.
              4. Ask the students who their idols are, during their childhood or current idol.
              5. Ask what traits of their idol they look up to.
              6. Ask if these traits affect them as they grew up.

       C. Unlocking of Difficulties
                     Ask the students to read the following sentences and then let them determine the
                     meaning of the underlined words through context clues.
                             i. The diaper was just the right snug around the baby’s waist.
                                      (fit, dark, fast, comfy)
                             ii. I was kept awake at night by the rasping sound of a snoring partner
                                      (tough, rough, soft, smooth)
                             iii. Synthetic turf was installed in the playing field instead of authentic grass.
                                      (territory, meadow, grass, land )
                             iv. Going to the bog got my shoes all muddy and wet.
                                      (wetland, seabed, lake side, river)
                             v. Digging sods is very tiring especially if the soil is hard.
                                      (rocks, ground, field, ranch)
                             vi. The lug of a spade is the part you would rest your foot on.
                                      (a. a projected part of something
                                      b. a shipping container for items
                                      c. an edge to increase balance
                                      d. a metal fitting to connect wires)
D. Presentation:
              1. Tell the students that they will listen then read a poem by Seamus Heaney
              2. Shortly talk about the background of the poet.
              3. The teacher asks the students to recall the standards of listening to poetry
              reading before she reads the poem to the class.

       E. Lesson Proper
              1. The teacher reads the poem while the students listen.
              2. Let one of the students read the poem aloud.
              3. Let the whole class read aloud together.

                    “Digging”
                  Seamus Heaney

       Between my finger and my thumb                             By God, the old man could handle a spade,
      The squat pen rests; as snug as a gun.                                Just like his old man.
     Under my window a clean rasping sound
    When the spade sinks into gravelly ground:                     My grandfather cut more turf in a day
        My father, digging. I look down                             Than any other man on Toner's bog.
                                                                     Once I carried him milk in a bottle
   Till his straining rump among the flowerbeds                Corked sloppily with paper. He straightened up
     Bends low, comes up twenty years away                           To drink it, then fell to right away
     Stooping in rhythm through potato drills                     Nicking and slicing neatly, heaving sods
                Where he was digging.                           Over his shoulder, digging down and down
                                                                        For the good turf. Digging.
   The coarse boot nestled on the lug, the shaft
   Against the inside knee was levered firmly.               The cold smell of potato mold, the squelch and slap
He rooted out tall tops, buried the bright edge deep               Of soggy peat, the curt cuts of an edge
     To scatter new potatoes that we picked                       Through living roots awaken in my head.
     Loving their cool hardness in our hands.                    But I've no spade to follow men like them.

                                                                      Between my finger and my thumb
                                                                            The squat pen rests.
                                                                              I'll dig with it.


       F. Discussion
                       a. Let the students answer the comprehension check questions on page 305 orally.
                       b. Refresh the students about connotative and denotative meaning before answering
                       question number 5.
                       c. Let the students point out the figurative language used in the poem such as simile and
                       repetition.

IV. Evaluation
       Ask the students to draw a symbol that best describes the person who has helped in shaping who they
       are today. Below the drawing, let them write a few sentences that explain this comparison between the
       symbol and the person they look up to.

V. Assignment
       Write a letter of appreciation to your parents. Give the letter to them. Next meeting, share a photo or
video showing the reaction of your parents while reading your letter.

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The Lesson Plan

  • 1. I. OBJECTIVES At the end of the lesson, the students should be able to: a. Unlock the meaning of words through context clues. b. Demonstrate interest in the listening and reading of the selection through participation. c. Express appreciation for significant human experiences in the selection. d. Show understanding of the poem read by relating it to personal experiences. II. SUBJECT MATTER Topic: Showing Appreciation for Significant Human experiences in a Selection “Digging” by: Seamus Heaney Textbook: English Expressways IV Virginia F. Bermudez, Ed. D. pp 304-305 Materials: PowerPoint Presentation III. PROCEDURE A. Pre-Lesson Activities 1. Prayer 2. Checking of Attendance 3. Review on what is Literature Questions: What comes to your mind when you hear the word “literature”? Basing from your answers, what is literature then? 4. Tell the students that your lesson is under the literature part of the English subject. B. Motivation 1. Show pictures of famous people to the students. 2. Ask who are worthy to imitate or try to be like. 3. Ask the students what makes these people admirable. 4. Ask the students who their idols are, during their childhood or current idol. 5. Ask what traits of their idol they look up to. 6. Ask if these traits affect them as they grew up. C. Unlocking of Difficulties Ask the students to read the following sentences and then let them determine the meaning of the underlined words through context clues. i. The diaper was just the right snug around the baby’s waist. (fit, dark, fast, comfy) ii. I was kept awake at night by the rasping sound of a snoring partner (tough, rough, soft, smooth) iii. Synthetic turf was installed in the playing field instead of authentic grass. (territory, meadow, grass, land ) iv. Going to the bog got my shoes all muddy and wet. (wetland, seabed, lake side, river) v. Digging sods is very tiring especially if the soil is hard. (rocks, ground, field, ranch) vi. The lug of a spade is the part you would rest your foot on. (a. a projected part of something b. a shipping container for items c. an edge to increase balance d. a metal fitting to connect wires)
  • 2. D. Presentation: 1. Tell the students that they will listen then read a poem by Seamus Heaney 2. Shortly talk about the background of the poet. 3. The teacher asks the students to recall the standards of listening to poetry reading before she reads the poem to the class. E. Lesson Proper 1. The teacher reads the poem while the students listen. 2. Let one of the students read the poem aloud. 3. Let the whole class read aloud together. “Digging” Seamus Heaney Between my finger and my thumb By God, the old man could handle a spade, The squat pen rests; as snug as a gun. Just like his old man. Under my window a clean rasping sound When the spade sinks into gravelly ground: My grandfather cut more turf in a day My father, digging. I look down Than any other man on Toner's bog. Once I carried him milk in a bottle Till his straining rump among the flowerbeds Corked sloppily with paper. He straightened up Bends low, comes up twenty years away To drink it, then fell to right away Stooping in rhythm through potato drills Nicking and slicing neatly, heaving sods Where he was digging. Over his shoulder, digging down and down For the good turf. Digging. The coarse boot nestled on the lug, the shaft Against the inside knee was levered firmly. The cold smell of potato mold, the squelch and slap He rooted out tall tops, buried the bright edge deep Of soggy peat, the curt cuts of an edge To scatter new potatoes that we picked Through living roots awaken in my head. Loving their cool hardness in our hands. But I've no spade to follow men like them. Between my finger and my thumb The squat pen rests. I'll dig with it. F. Discussion a. Let the students answer the comprehension check questions on page 305 orally. b. Refresh the students about connotative and denotative meaning before answering question number 5. c. Let the students point out the figurative language used in the poem such as simile and repetition. IV. Evaluation Ask the students to draw a symbol that best describes the person who has helped in shaping who they are today. Below the drawing, let them write a few sentences that explain this comparison between the symbol and the person they look up to. V. Assignment Write a letter of appreciation to your parents. Give the letter to them. Next meeting, share a photo or video showing the reaction of your parents while reading your letter.