“Invictus” by William Ernest Henley

Lesson Plan in Teaching Poetry

Reme Rus T. Briones

Bachelor of Secondary Education Major in English

Level: Grade 10 Students

Goal: Students will comprehend the poem and become aware of the intricate relationships that exist between people and the natural
environment.

Learning Objectives:

1.) Students will respond to the questions provided in order to actively participate in the video they have watched.
2.) Students will share their individual responses to the poetry.
3.) Students will utilize an essay to interpret what they understand about the poetry.
4.) Students. will encourage them to read the poem while playing the game.
5.) Students will write an original song that uses alliteration.
6.) Students will consider the meaning of the poem titled “Invictus”

Language Focus: Alliteration

 II. LEARNING EXPERIENCES ANNOTATIONS
Pre-reading Activities The students will be divided equally into four attentively

1. Motivation:
2. The students will be divided in to four;
3. each group will be given pieces of paper
4. with words written on them.
5. They will show the kinds of expressions or
6. emotion in the following sentences
7. The students will be divided in to four;
8. each group will be given pieces of paper
9. with words written on them.
10. They will show the kinds of expressions or
11. emotion in the following sentences
The students will be divided into four;
each group will be given pieces of paper
with words written on them.
They will show the kinds of expressions
or emotion in the following sentences Students able to identify the lines that the poem's characters use
utilized alliteration. Inquiring of pupils what they observe using
Philippines is rich in natural the
resources. words that the characters in the poem use can be one method to
2. When did you go visit the white verify their focus throughout the piece of paper and this
island? enhances their capacity for reading and observation as well.
3. Please give the certificate. Additionally, this will lead to the lesson's language focus.
4. I can’t believe it! We won!
 Philippines is rich in natural resources.
 When did you go visit the white island?
 Please give the certificate.
 I can’t believe it! We won!

2. Class Presentation: Teacher will ask one representative each

group what they notice with the lines used by the poetry written
on piece of paper.

 What did you notice on the lines written on a poetry you have
read in your group; each group write your observation in a piece
III. LEARNING EXPERIENCES Students are now covered in the poem "Invictus." Having students
While-reading Activities participate in the game "Pass the Message" will engage them in the
I. Reading Activity; The teacher will present the whole poem hearing process. Because of the repercussions, students will read the
to the class, and let the students play the game called “Pass poem with attention.
the message”
 When it's the student's turn, I will simply tap his shoulder. or
as the students reads the lines in turn. Please pay close
attention. when the student next to you is reading because if
you cannot occur, there would be a matching result.

2. Individual Activity: Teacher will handle the process of breaking

tough words. It will be possible for students to comprehend challenging terms on
the verse. Defining the challenging terms in the poem, assist
 You have ten minutes to come up with ideas and make a list. pupils on comprehending the entire poem or the poem's main idea.
those challenging terms you've come across in the poetry. Furthermore, having them list the challenging
We will then talk about the list of words that you had ensures that every word that they struggle with is
difficulty understanding throughout the entire poem. being spoken to.

3. Comprehension Question: The poem's alliterative lines will be

read aloud by the teacher. Next, pose a follow-up query.

 The lines that include the following

Alliteration Now that some of the poem's lines have been introduced to the class
which signify alliteration. Pupils capable of comprehending what
unconquerable soul.
Bludgeonings alliteration within the given lines.
Looms
menace
 Ask them the question below:
Regarding the lines the instructor supplied, what are your
 thoughtsIs alliteration used?

The term "alliteration" refers to a literary stylistic

Alliteration is a literary device in which a sequence of words
in a row or near each other share the same initial consonant
sound

4. Group Activity: Students will be asked to write their

interpretations of the poem "Invictus" by the teacher. Now, students will discuss how they interpret the poem.
 Create a list of possible interpretations with your group. by putting it in writing. Querying pupils
about the poetry and describe your imagined version in writing. interpret the poem enhances their capacity to comprehend and
beyond the poem's overall meaning. Each evaluate the literary work. The group will do this to
One short piece of bond paper will be given to each group. possess distinct viewpoints when analyzing the poem.
Moreover, you have ten minutes to complete this. Then that
Select a representative to speak with about your work in
category.

IV. ASSESMENT OF LEARNING

Post-reading Activities
1. Recitation: Students will be asked to share their individual
thoughts on the poem. Students will relate what they already know to the
2. Individual Activity: The teacher will assign a dramatization that data that they have acquired and included in the poem.
incorporates alliteration to the students.

Appendix 1 Appendix 2
Unlocking difficult words:
Invictus
By:William Ernest Henley  unconquerable soul- incapable of being overcome or
defeated; unconquerable.
Out of the night that covers me,  Bludgeonings- to hit someone hard and repeatedly with a
 Black as the pit from pole to pole, heavy weapon
I thank whatever gods may be  Looms- to appear in a large, strange, or frightening form often
For my unconquerable soul. in a sudden way.
 Menace- a person or thing that is likely to cause harm
In the fell clutch of circumstance
I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.

Beyond this place of wrath and tears

Looms but the Horror of the shade,
And yet the menace of the years
Finds and shall find me unafraid.

It matters not how strait the gate,

How charged with punishments the scroll,
I am the master of my fate,
I am the captain of my soul.

Appendix 3

Rubrics for the group presentation:

Originality -30%
Organization of words being used -20%
Mastery -30%
Delivery of the piece-20%
Total = 100