RWS action plann or lesson plan

1. WEEK 3
(February 5-9 2024)
Day
No.
TARGETS TOPIC CONCEPT ACTIVITIES ASSESSMENT RESOURCES
INSTITUTIONAL
CORE VALUES
1
At the end
of the
lesson, the
learners
should be
able to:
To unlock
difficulties in
vocabulary;
Ode to the
West Wind by
Percy Bysshe
Shelly
Ode to the West Wind by Percy
Bysshe Shelley
I
O wild West Wind, thou breath of
Autumn's being,
Thou, from whose unseen
presence the leaves dead
Are driven, like ghosts from an
enchanter fleeing,
Yellow, and black, and pale, and
hectic red,
Pestilence-stricken multitudes: O
thou,
Who chariotest to their dark wintry
bed
The winged seeds, where they lie
cold and low,
Each like a corpse within its grave,
until
Thine azure sister of the Spring
shall blow
Her clarion o'er the dreaming
earth, and fill
(Driving sweet buds like flocks to
feed in air)
With living hues and odours plain
and hill:
Wild Spirit, which art moving
everywhere;
Engagement
activity:
Unlocking of
Difficulties
Vocabulary:
1. pestilence-
n. an infectious
disease
2. chariot- n. a
two-wheeled
horse-drawn
vehicle used in
ancient warfare
and racing.
3. corpse- n. a
dead body
4. azure- adj.
blue color of
the sky
5. clarion-
medieval
trumpet
6. zenith-
strongest or
most
successful
period of time
7. dirge- slow
song
expressing
Formative
Assessment:
(Quiz - 10
Items)
Reflection
( Ode to the
West Wind by
Percy Bysshe
Shelley)
Online
https://www.po
etryfoundation.
org/poems/451
34/ode-to-the-
west-wind

2. Destroyer and preserver; hear, oh
hear!
II
Thou on whose stream, mid the
steep sky's commotion,
Loose clouds like earth's decaying
leaves are shed,
Shook from the tangled boughs of
Heaven and Ocean,
Angels of rain and lightning: there
are spread
On the blue surface of thine aëry
surge,
Like the bright hair uplifted from
the head
Of some fierce Maenad, even
from the dim verge
Of the horizon to the zenith's
height,
The locks of the approaching
storm. Thou dirge
Of the dying year, to which this
closing night
Will be the dome of a vast
sepulchre,
Vaulted with all thy congregated
might
Of vapours, from whose solid
atmosphere
Black rain, and fire, and hail will
burst: oh hear!
III
Thou who didst waken from his
summer dreams
The blue Mediterranean, where he
lay,
sadness or
sorrow
8. sepulcher-
place of burial
9. vaunted-
highly praised
10. coil-
trouble
11. pumice-
volcanic stones
12. cleave- to
divide, cut,
separate
13. foliage-
leaves of a
plant
14. despoil- to
severely
damage
15. comrade-
close friend
16. lyre-
musical
instruments
with strings
17. tumult-
state of
confusion
18.
impetuous-
impulsive
action
19. withered-
to become dry
weak
20.
incantation-
words used for
ritual or magic

3. Lull'd by the coil of his crystalline
streams,
Beside a pumice isle in Baiae's
bay,
And saw in sleep old palaces and
towers
Quivering within the wave's
intenser day,
All overgrown with azure moss
and flowers
So sweet, the sense faints
picturing them! Thou
For whose path the Atlantic's level
powers
Cleave themselves into chasms,
while far below
The sea-blooms and the oozy
woods which wear
The sapless foliage of the ocean,
know
Thy voice, and suddenly grow
gray with fear,
And tremble and despoil
themselves: oh hear!
IV
If I were a dead leaf thou mightest
bear;
If I were a swift cloud to fly with
thee;
A wave to pant beneath thy
power, and share
The impulse of thy strength, only
less free
Than thou, O uncontrollable! If
even

4. I were as in my boyhood, and
could be
The comrade of thy wanderings
over Heaven,
As then, when to outstrip thy skiey
speed
Scarce seem'd a vision; I would
ne'er have striven
As thus with thee in prayer in my
sore need.
Oh, lift me as a wave, a leaf, a
cloud!
I fall upon the thorns of life! I
bleed!
A heavy weight of hours has
chain'd and bow'd
One too like thee: tameless, and
swift, and proud.
V
Make me thy lyre, even as the
forest is:
What if my leaves are falling like
its own!
The tumult of thy mighty
harmonies
Will take from both a deep,
autumnal tone,
Sweet though in sadness. Be
thou, Spirit fierce,
My spirit! Be thou me, impetuous
one!
Drive my dead thoughts over the
universe
Like wither'd leaves to quicken a
new birth!

5. And, by the incantation of this
verse,
Scatter, as from an unextinguish'd
hearth
Ashes and sparks, my words
among mankind!
Be through my lips to unawaken'd
earth
The trumpet of a prophecy! O
Wind,
If Winter comes, can Spring be far
behind?
2 At the end
of the
lesson, the
learners
should be
able to:
To present
an author's
background;
To share
insights
about the
material
read;
To read and
analyze the
poem;
To create
symbols
presented in
the
selection
through
Ode to the
West Wind
by Percy
Bysshe Shelly
Percy Bysshe Shelly
Born on August 4, 1792—the year
of the Terror in France—Percy
Bysshe Shelley (the “Bysshe” from
his grandfather, a peer of the
realm) was the son of Timothy and
Elizabeth Shelley.
The life and works of Percy
Bysshe Shelley exemplify English
Romanticism in both its extremes
of joyous ecstasy and brooding
despair. Romanticism’s major
themes—restlessness and
brooding, rebellion against
authority, interchange with nature,
the power of the visionary
imagination and of poetry, the
pursuit of ideal love, and the
untamed spirit ever in search of
freedom—all of these Shelley
exemplified in the way he lived his
life and live on in the substantial
body of work that he left the world
after his legendary death by
drowning at age 29.
Engagement
activity:
After viewing
the images,
what emotion/s
did you feel?
Why?
Author's
Background
Reading
Groupings
General
Instructions:
Formative
assessment:
(Quiz- 10 Items)
About the
Author
Online
https://www.po
etryfoundation.
org/poets/perc
y-bysshe-
shelley

6. collaboratio
n.
1. The
class will be
divided into 5
groups. Each
will be
assigned to
specific parts
of the poem
2. Using
the materials,
create a
symbol based
on the ideas.
3. presente
d, Explain why
you have come
up with this
symbol in
relation to the
poem.
4. Each
will be given 5
minutes to
present their
work.
*While
presenting,
students will
take down
notes from the
reporting. Right
after, they will
analyze the
meaning of the
poem based
on their
collective
answers.

7. 3
At the end
of the
lesson, the
learners
should be
able to:
To identify
tone, mood
and author's
purpose of
the poem;
To identify
literary
devices and
features of
poetry
presented in
the poem;
To analyze
literature as
a means of
valuing
other people
and their
various
circumstanc
es in life.
Ode to the
West Wind
by Percy
Bysshe Shelly
As stated at day 1
Engagement
activity:
**Group
Presentation
Identify the
following
Literary
Devices:
a. Tone
b. Mood
c. Author’s
purpose
d. Literary
devices (figures
of speech)
Formative
assessment:
Reflection
Analyze Ode
to the West
Wind as a
means of
valuing other
people and their
various
circumstances
in life.
4
At the end
of the
lesson, the
learners
should be
able to:
As stated
above
As stated above Engagement
activity:
Formative
assessment:

8. To recap
the previous
lesson.
NOTATION:
February 6 – 8, 2024 (36th
Founding Anniversary)
Classes are canceled due to commemoration of the 36th
Founding Anniversary
February 9
Class hiatus to allow everyone to rest and recharge. Classes will resume as usual next week.

9. WEEK 4
( February 12-16, 2024)
Day
No.
TARGETS TOPIC CONCEPT ACTIVITIES ASSESSMENT RESOURCES
INSTITUTIONAL
CORE VALUES
1
At the end
of the
lesson, the
learners
should be
able to:
To measure
mastery of
the
vocabularie
s through
post spelling
activity;
To review
previous
lessons
discussed;
Jargons Jargon
-a characteristic language of a
particular group.
-comes from Old French word
meaning "chatter of birds"
-the one who studies jargon is
called "Jargonaut"
Engagement
activity:
Post spelling:
Guessing Game
Guess the meaning
of some of the
acronyms and tell
whether what
profession is it
being used.
OOTD- Outfit of the
day (Computer)
BP- Blood
Pressure (Medical)
Habeas Corpus
(warrantless arrest/
law)
Blueprint
(architecture)
Infomercial
(advertising)
Bias (news)
Formative
Assessment:
Merriam
Webster –
Dictionary

10. ASSIGNMENT: Be
ready for a
tournament
tomorrow. List
down and study at
least 10 jargons.
2 At the end
of the
lesson, the
learners
should be
able to:
To widen
vocabulary;
to share
experience
about the
topic;
Gettysburg
Address
By Abraham
Lincoln
Among American heroes,
Lincoln continues to have a
unique appeal for his fellow
countrymen and also for
people of other lands. This
charm derives from his
remarkable life story-the rise
from humble origins, the
dramatic death- and from his
distinctively human and
humane personality as well as
from his historical role as
savior of the Union and
emancipator slaves. His
relevance endures and grows
especially because of his
eloquence as a spokesman
for democracy. In his view the
union was worth saving not
only for its own sake but
because it embodied an ideal,
the ideal of self-government.
In recent years, the political
side to Lincoln’s character,
and his racial reviews in
particular, have come under
close scrutiny, as scholars
continue to find him a rich
subject for research.
Engagement
activity:
A. Unlocking
of
difficulties:
(Spelling Bee)
1. Conceive – to
form a notion or
idea
2. Preposition-
a suggestion that
something be
done or thought
about.
3. Engaged – to be
occupied with
task.
4. Endure – to
continue to exist
or last
5. Consecrate – to
make or declare
sacred; set apart or
dedicated.
Formative
assessment:
(Quiz 1-5 items)
Reflection:
Write a
composition,
Write about an
event in the
Philippines that
truly tested our
country.
3
At the end
of the
lesson, the
Types of
Jargons
Types of Jargons
1. Technical Jargon
Engagement
activity:
Formative
assessment:

11. learners
should be
able to:
To identify
different
types of
jargons;
2. Business Jargon
3. Sports Jargon
4. Computer and Internet
Jargon
5. Military Jargon
6. Medical Jargon
7. Legal Jargon
8. Academic Jargon
9. Scientific Jargon
10. Finance Jargon
11. Aviation Jargon
12. Environmental Jargon
13. Art and Design Jargon
14. Gaming Jargon
15. Social Media Jargon
16. Slang Jargon
17. Regional Jargon
18. Economic Jargon
19. Engineering Jargon
20. Music Jargon
Game on board
General Instruction:
1. Students
will be
group into 5
members.
2. Types of
jargons will
be flashed
in the
screen.
3. Let's see
who can
come up
with more
jargons.
(Quiz 1-10
items)
(Types of
Jargon)
4
At the end
of the
lesson, the
learners
should be
able to:
To
determine
the
vocabulary
or jargon
expected of
a
communicat
ive style
Use of Jargons Who uses Jargons
- Commonly used by
groups having similar
interests like trades and
professions
- Used by people
involved in sports or
other casual groups
- Also found to be used in
medical or law
professions.
Uses And Abuses of Jargons
- Describes the world in
which we live.
- Using jargon is fun and
gives a sense of
belonging to a specific
group
Engagement
activity:
Short Role play
General Instruction:
Students will be
group into 5
members and will
create a short
conversation with
given situation and
style.
Formative
assessment:
Reflection:
Determine the
jargon expected
of a
communicative
style

12. - Jargons can give a
feeling of being
excluded from a
conversation
- Jargons are addictive.
"Although much maligned,
jargon does have a place in the
well spoken executive's
vocabulary when it is used
effectively to create a deeper
level of understanding and
trust. Particular words and
phrases can become unique
shorthand among colleagues
within the same industry,
company, or team. The key is
to use the right words for the
right audience in an
environment that encourages
others to press for clarity when
the language is unclear."
NOTATION:
February 16, 2024 – Educational Field Trip
No Classes, class schedule has been adjusted to allow for a scheduled field trip.
February 15, 2024 – Early Dismissal
Afternoon classes are affected due to preparations for the upcoming field trip.

13. WEEK 5
( February 19-23, 2024)
Day
No.
TARGETS TOPIC CONCEPT ACTIVITIES ASSESSMENT RESOURCES
INSTITUTIONAL
CORE VALUES
1
At the end
of the
lesson, the
learners
should be
able to:
To widen
vocabulary;
To share
experiences
about the
topic;
To present
an author's
background;
To analyze
a poem;
To identify
sensory
images and
literary
devices
presented in
the poem;
To identify
features of
poetry;
The Road Not
Taken By
Robert Frost
Sensory/Literary
Devices Tone,
Mood, Author's
Purpose
VOCABULARY
diverged: branched off; moved in
a different direction undergrowth:
small trees and plants growing
beneath larger trees
fair: promising; favorable
claim: demand or right
trodden: walked on
hence: from this time
Sensory details include sight,
sound, touch, smell, and taste.
Writers employ the five senses to
engage a reader's interest.
Some poetic devices included in
"The Road Not Taken" are the
assonance in the poem's first line,
emphasizing the "o" sound in
"roads" and "yellow," the
alliteration in the third line of the
second stanza with "wanted
wear," and, within this same line,
the personification in the road "it
was grassy and wanted wear."
The tone of a poem is the attitude
you feel in it.
The mood is a literary element
that evokes certain feelings or
Engagement
activity:
Motivation:
Fast Talk
Students are
presented
options to
choose from in
which they have
to answer as
quickly as
possible. (*may
prepare funny
options)
Example: Hard
or soft? Fat or
thin?
Or
The Bridge
Master and His
Son
(https://www.yo
utu
be.com/watch?
v=2
SObumfgsUU)
Formative
Assessment:
(Quiz- 1-10
Items)
Poetic Devices
There is neither
Jew nor Greek,
there is neither
male nor female,
for you are all one
in Christ.
Galatians 3:28

14. To identify
tone, mood
and author's
purpose.
vibes in readers through words
and descriptions.
An author's purpose is his
reason for or intent in writing. An
author's purpose may be to amuse
the reader, to persuade the
reader, to inform the reader, or to
satirize a condition.
Usually at the end of a line of the
poem.
Rhythm - A pattern created with
sounds: hard - soft, long - short,
bouncy, quiet loud, weak - strong.
Stanza - A part of a poem with
similar rhythm and rhyme that will
usually repeat later in the poem.
*What are your
guidelines in
deciding/choosi
ng?
*In what way
do our
decisions in life
matters?
Author's
Background
(Robert Frost)
born on March
26, 1874, in
San Francisco,
California
Elinor White -
was his
covaledictorian
when they
graduated in
1892 January
29, 1963, Frost
died from
complications
related to
prostate
surgery
Guide
questions:
General
Instruction
1. The class is
divided into four
(4) groups.
2. Each group
must answer
questions to

15. understand
each stanza.
3. While
discussing,
members from
the other
groups must jot
down important
points from the
discussion, then
after
presentation,
each will
summarize the
meaning of the
poem
(Oral Reading -
Poem)
2
At the end
of the
lesson, the
learners
should be
able to:
To analyze
a poem
The Road Not
Taken
By Robert
Frost
Robert Frost born on March 26,
1874, in San Francisco, California
Elinor White - was his
covaledictorian when they
graduated in
1892 January 29, 1963, Frost died
from complications related to
prostate surgery
The Road Not Taken
By Robert Frost
Two roads diverged in a yellow
wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I
could
To where it bent in the
undergrowth;
Engagement
activity:
Continuation
1. Group
presentatio
n 5 to 7
minutes.
Formative
assessment:
N/A
Online
https://www.po
etryfoundation.
org/poems/442
72/the-road-
not-taken

16. Then took the other, as just as
fair,
And having perhaps the better
claim,
Because it was grassy and
wanted wear;
Though as for that the passing
there
Had worn them really about the
same,
And both that morning equally lay
In leaves no step had trodden
black.
Oh, I kept the first for another day!
Yet knowing how way leads on to
way,
I doubted if I should ever come
back.
I shall be telling this with a sigh
Somewhere ages and ages
hence:
Two roads diverged in a wood,
and I—
I took the one less traveled by,
And that has made all the
difference.
3
At the end
of the
lesson, the
learners
should be
able to:
To apply the
knowledge
learnt from
the previous
discussion
The Road Not
Taken
By Robert
Frost
As stated above Engagement
activity:
Performance
Task:
Stand firm on
your decisions
(Debate
Activity)
Instructions:
Formative
assessment:
N/A

17. through a
debate;
To explain
how a
selection
may be
influenced,
by culture,
history and
environment
.
1. Using
the same
groups, the
class is divided
into affirmative
and negative
side Group 1 &
3 (Affirmative)
Group 2 &4
(Negative)
4
At the end
of the
lesson, the
learners
should be
able to:
To enhance
vocabulary
through
practice;
As stated
above
diverged
undergrowth
fair
claim
trodden
hence
Engagement
activity:
Practice
Exercise
Direction:
Choose the
correct
vocabulary
word to
complete the
paragraph.
diverged
undergrowth
fair
claim
trodden
hence
Formative
assessment:
(Quiz 1-10
items)
Choose the
correct
vocabulary
word to
complete the
paragraph.
Last weekend,
we went to the
mall. The sales
looked ______,
and Ezra and I
headed to the
discount store.
Ezra and I
______ once
we got in the
store because
he was looking
for socks and I
was in search
of a notebook. It
was obvious

18. that shoppers
had been here.
The aisles were
littered with
clothing.
Walking trough
the store was
like struggling
trough the
______ of a
jungle. I found
the notebook
and made my
_______ on it
before any
other shoppers
could grab it.
After searching
through the
store, I finally
found Ezra who
had ______
through the
store with no
success in
finding socks.
We left the
store – Ezra
was
discouraged,
and vowed that
in the weeks
____ he would
only wear
sandals
NOTATION:

19. WEEK 3
( 2023)
Day
No.
TARGETS TOPIC CONCEPT ACTIVITIES ASSESSMENT RESOURCES
INSTITUTIONAL
CORE VALUES
1
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
5.
Formative
Assessment:
N/A
There is neither
Jew nor Greek,
there is neither
male nor female,
for you are all one
in Christ.
Galatians 3:28
2 At the end
of the
lesson, the
learners
should be
able to:
To present
the
author’s
backgroun
d;
Engagement
activity:
1.
Formative
assessment:
3
At the end
of the
Engagement
activity:
Formative
assessment:

20. lesson, the
learners
should be
able to:
4
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
assessment:
NOTATION:
WEEK 5
( 2023)
Day
No.
TARGETS TOPIC CONCEPT ACTIVITIES ASSESSMENT RESOURCES
INSTITUTIONAL
CORE VALUES
1
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
Assessment:
2 At the end
of the
lesson, the
Engagement
activity:
Formative
assessment:

21. learners
should be
able to: 1.
3
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
assessment:
4
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
assessment:
NOTATION:
WEEK 6
( 2023)

22. Day
No.
TARGETS TOPIC CONCEPT ACTIVITIES ASSESSMENT RESOURCES
INSTITUTIONAL
CORE VALUES
1
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
Assessment:
2 At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
1.
Formative
assessment:
3
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
assessment:
4
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
assessment:

23. NOTATION:
WEEK 7
( 2023)
Day
No.
TARGETS TOPIC CONCEPT ACTIVITIES ASSESSMENT RESOURCES
INSTITUTIONAL
CORE VALUES
1
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
Assessment:
2 At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
1.
Formative
assessment:
3

24. At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
assessment:
4
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
assessment:
NOTATION:
WEEK 8
( 2023)
Day
No.
TARGETS TOPIC CONCEPT ACTIVITIES ASSESSMENT RESOURCES
INSTITUTIONAL
CORE VALUES
1
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
Assessment:

25. 2 At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
1.
Formative
assessment:
3
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
assessment:
4
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
assessment:
NOTATION:

26. WEEK 9
( 2023)
Day
No.
TARGETS TOPIC CONCEPT ACTIVITIES ASSESSMENT RESOURCES
INSTITUTIONAL
CORE VALUES
1
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
Assessment:
2 At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
1.
Formative
assessment:
3
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
assessment:
4
At the end
of the
lesson, the
Engagement
activity:
Formative
assessment:

27. learners
should be
able to:
NOTATION:
WEEK 10
( 2023)
Day
No.
TARGETS TOPIC CONCEPT ACTIVITIES ASSESSMENT RESOURCES
INSTITUTIONAL
CORE VALUES
1
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
Assessment:
2 At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
1.
Formative
assessment:

28. 3
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
assessment:
4
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
assessment:
NOTATION:
WEEK 11
( 2023)
Day
No.
TARGETS TOPIC CONCEPT ACTIVITIES ASSESSMENT RESOURCES
INSTITUTIONAL
CORE VALUES
1
At the end
of the
lesson, the
Engagement
activity:
Formative
Assessment:

29. learners
should be
able to:
2 At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
1.
Formative
assessment:
3
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
assessment:
4
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
assessment:
NOTATION:

30. FOURTH QUARTER INCLUSIVE DATES:
, 2023
WEEK 11
( 2023)
Day
No.
TARGETS TOPIC CONCEPT ACTIVITIES ASSESSMENT RESOURCES
INSTITUTIONAL
CORE VALUES
1
At the end
of the
lesson, the
learners
should be
able to:
To analyze
a
story;
To identify
the
Fresh Air
will Kill You
By Art
Buchwald
Fresh Air Will Kill You
by:Art Buchwald
Art Buchwald, being famous as
him
would probably catch a reader,
knowing that he made an essays
about American Government we
could use his work to know what
really are they, he use to make it a
funny one but eventually it rang
true.
Art Buchwald was born on 1925
when he was still alive, he's
famous
Engagement
activity:
Motivation:
*images of
pollution
Skip Writing:
Have you ever
experienced
something so
new that it
frightened
you? Cite
instances then
Formative
Assessment:
N/A

31. literary
devices
found in the
text;
To identify
how
may a
selection
be
influenced
with culture,
environment
or
history.
in political and social satire.The
collection of his essays has been
published into several books. In
1982 Art Buchwald won the
Pulitzer
Prize for being an outstanding
commentary.
He made a name in the industry
by
writing Establishment is Alive and
Well in Washington during the
year
of 1969.Furthermore in 1977 he
made the Down the Seine and Up
the Potomac.Additionally,he made
another piece entitled while
Reagan
Slept in 1983. Being a writer of
matter of understanding deep
thoughts and the ability of
balancing
your thoughts.
Literary Devices
*Contrast-Contrast (literary) In
literature, an author uses contrast
when he or she describes the
difference(s) between two or more
entities.For example, in the first
four
lines of William Shakespeare's
Sonnet 130,Shakespeare
contrasts a mistress to the sun,
coral, snow, and wire. Contrast is
the antonym of simile.
*Irony-As a literary device, irony
is a contrast or incongruity
between
expectations for a situation and
what is reality. This can be a
difference between the surface
meaning of something that is said
explain why.
(e.g.new
place,new
environment)

32. and the underlying meaning.It can
also be a difference between what
might be expected to happen and
what actually occurs.
2
At the end
of the
lesson, the
learners
should be
able to:
To widen
vocabulary;
To analyze
the
elements of
the
story
presented
to
understand
the theme of
the
selection
The
Graduation
by F.Sionil
Jose
Author's Background
F.Sionil Jose
Born April 1928, St.Louis,Missouri,
United States
Died: 28 May 2014, Winston-
Salem,
North Carolina, United States
Maya Angelou was an American
poet, singer, memoirist,and civil
rights activist. She published
seven
autobiographies, three books of
essays,several books of poetry,
and is credited with a list of plays,
movies, and television shows
spanning over 50 years.
"You may not control all the
events
that happen to you, but you can
decide not to be reduced by
them."
By Maya Angelou
ASSIGNMENT:
Please bring materials for graphic
organizer making
Engagement
activity:
Vocabulary
(Unlocking of
Difficulties
through
Spelling)
1.Paunch-a
large or
protruding
abdomen or
stomach
2. Loafer- a
person who
idles time away.
3. Portentously-
being a
grave or serious
matter
4. Reluctantly-
feeling or
showing
aversion,
hesitation or
unwillingness
5.Disheveled-
marked by
disorder or
disarray
6.Scanty-limited
or less
than sufficient
in degree,
quantity or
extent
Formative
assessment:

33. 7. engulfed-to
flow over
and enclose
8.shabby-
clothed with
worn or seedy
garments
9.trudge-to walk
slowly
and heavily
because you
are tired of
working very
hard.
10.arable-able
to
produce crops.
11.feign-to
pretend to
feel or be
affected of
something.
12. languidly-
weak
13. raucously-
loud and
unpleasant to
listen to
14.ogled-to look
in a way
that shows
strong interest
or desire
15. rapaciously-
wanting
more than is
needed or
deserved.
Motivation
Sharing of
thoughts

34. (Quote by Maya
Angelou)
I've learned that
people will
forget what you
said, people will
forget what you
did,
but people will
never
forget how you
made
them feel.
You may not
control
all the events
that
happen to
you,but
you can decide
not to
be reduced by
them.
We delight in
the
beauty of the
butterfly,
3
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
assessment:
4
At the end
of the
lesson, the
learners
should be
able to:
Engagement
activity:
Formative
assessment:

35. NOTATION: