Republic of the Philippines
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
COLLEGE OF EDUCATION
Tiwi, Barotac Nuevo, Iloilo, Philippines
School ISUSFT Grade Level Grade
Teacher Charlotte Sualibios Learner Area 8
Teaching Date and Time Quarter 1
LESSON PLAN IN ENGLISH
I.OBJECTIVES:
LEARNING OUTCOMES:
Content Standard: Students will be able to identify the elements of poetry and
analyze figurative language in the poem "The Knockers" to deepen their
understanding of poetic devices and themes.
Performance Standard: Students will analyze "The Knockers" by Gerson Mallilin,
identify its poetic elements and figurative language.
Value Integration:Students will express personal insights through reflection.
Learning Competencies/ Objectives:
At the end of 60 minutes lesson the student should be able to;
Cognitive:a.define the elements of poetry present in "The Knockers".
Psychomotor: b.analyze the figurative language used in "The Knockers" and;
Affective: c.express personal reflection related to the poem's themes.
II.Subject Matter:
Topic: Elements of Poetry
Story Selection: “The Knockers” by Gerson Malillin
References:Grade 8 MELCS in English, Competency code:EN8LC-IIIh-7.4
Materials: Laptop, Marker, Hand-outs.
Time Frame: 60 mins
Republic of the Philippines
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
COLLEGE OF EDUCATION
Tiwi, Barotac Nuevo, Iloilo, Philippines
III.Procedure:
Preliminary Activities:
a. Greetings
b. Prayer
c. Checking Attendance
d. Review
Teacher’s Activity Student’s Activity
“Good morning class! How are you “Good morning Sir!”
today?Please Let us all stand for a prayer.” (A student will lead the prayer.)
(teacher will ask someone to lead the prayer).
“Settle down, Are you all complete today?”
Students' responses may vary.(They may not
“Okay Good!” complete).
“Last meeting we tackled the types of poetry
and the elements, right? Did you learn
something?” “Yes sir!”
“Excellent class!
A. ELICIT
( Developing Critical Thinking Skills)
(Teacher will present a thought provoking
questions related to the poem)
"What can you contemplate in one word
when I say (the teacher will write the line on
the board or show in the slide), “The life
from his tired heart had flown?“Anyone
who can share? Yes?” (pointing to students
raising their hands).
Students' responses may vary.They might
respond:(Loss,Exhaustion, Surrender,
Despair and Loneliness).
“Excellent!”
Republic of the Philippines
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
COLLEGE OF EDUCATION
Tiwi, Barotac Nuevo, Iloilo, Philippines
B. ENGAGE
Engagement Activity 2: “Guess What”
“Okay class settle down, for our next activity I
will show you an illustration , and give your
ideas about what the picture is conveying”
(Teacher will show the illustration).
Students’ will participate in the activity.
“Okay class, what can you say about the
picture? Anyone who can share their
thoughts? Yes? (pointing to students raising
their hands).
Students' responses may vary as they are
expected to respond (They are knocking at
“Exactly class!” the door).
"What does knocking at the door symbolize?”
Yes? At the back?(pointing to students’ who
are participating). Students' responses may vary as they are
expected to respond ( Someone is trying to
enter the house , or a visitor is trying to enter
“Very good class!” the house).
Republic of the Philippines
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
COLLEGE OF EDUCATION
Tiwi, Barotac Nuevo, Iloilo, Philippines
C. EXPLORE : Deepen Understanding
(Collaborative Strategy)
“You already have ideas about the elements
of the poetry class right, as we tackled that
yesterday”. “Yes sir”
“At this moment, I have a copy of a poem
here, entitled “The Knockers ". Do you have
any idea who the author of this poem is?
Yes? Anyone at this side?”
“Yes class, the author of this poem is Gerson
Mallilin. You must take note of that”. Students’ responses may vary as they are
expected to respond( Gerson Malillin).
“You will read-aloud the poem together. After
you finish reading the poem I will divide you
into 2 groups and you will analyze the poem
and list down all the elements you found and
give a short definition of it. For example if you
noticed the rhythm in the poem you will define
what is rhythm. Are we all clear class? Do
you have any questions? If none, I will give
you the poem now. (teacher will distribute the Students’ will participate in the activity
copies of the poem).You read aloud the poem
starts now”
“The Knockers” Gerson Mallilin
The first one knocked
At the house with his heart,
No one heeded him
The door did not part.
And before he could think
Of knocking with stone
The life from his heart
Had flown.
The second knocked
With a piece of gold,
The door opened promptly
And someone called:
“Come in, Friend, come in
And join us here—
We welcome all callers,
Anytime of the year.”
(Teacher will continue to discuss after the
Republic of the Philippines
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
COLLEGE OF EDUCATION
Tiwi, Barotac Nuevo, Iloilo, Philippines
students finish reading the poem).
Students’ done reading the poem.
“Do you like the poem class? What can you
say about it?”
Students’ response may vary,as they are
expected to respond(The saddest flaws of
“Exactly class! What does the poem evoke? being a human).
Students’ response may vary,as they are
expected to respond( The tendency of a
person to be warm and welcoming to the
“Correct class!”How about the elements of haves while being cold to have nots’).
the poem? What did you find out? Who can
share first? Yes, this group?”
(pointing to the students who volunteer to
speak from the group). Students’ responses may vary as the first
group is expected to answer( We found the
elements such as the rhyme scheme, rhyme,
“Wow! Very good, you have learned rhythm and theme).
something from our previous lesson. In your
own understanding what is the definition of
the elements you have mentioned.” Students’ responses may vary as the first
group are expected to answer( Rhyme
scheme is the pattern at the end of the lines
usually consist of a letters, while Rhyme is
the repetition of sounds at the end of the
lines.Rhythm is a recurring pattern of
stressed and unstressed syllables, also called
the meter and the Theme is the central or the
lesson about life or statement about human
“ Wow, very good!Everybody, give the group nature that the poem expresses).
1, 5 claps?
Students’ will give the group 5 claps.
“How about the other group, what did you
find? Yes?(pointing to the students who
volunteer to speak from the group).
Students ‘ responses may vary, as they are
expected to answer( We found the elements
such as the tone, mood and figurative
languages such as imagery, personification
and metaphor).
Republic of the Philippines
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
COLLEGE OF EDUCATION
Tiwi, Barotac Nuevo, Iloilo, Philippines
“ Excellent class, can you define the elements
you have mentioned and share it with us?”
Students ‘ responses may vary,as they are
expected to answer(Tone is the attitude of a
writer toward a subject or an audience
conveyed through word choice and the style
of the writing. Mood on the other hand is the
overall feeling, or atmosphere, of a text often
created by the author's use of imagery and
word choice while Figurative language refers
to the use of words in a way that deviates
from the conventional order and meaning in
order to convey a complicated meaning,
colorful writing, clarity, or evocative
comparison.).
“Well done class! It seems you understand
our previous lesson. Everybody,give the other
group 5 claps also.”
Students’ will give the group 5 claps.
D. EXPLAIN: LESSON PROPER
CLASS DISCUSSION
“Okay class, settle down, we will proceed
now to our next discussions.”
“ From the poem you read a while ago you
can see that the author uses elements of
poetry, specifically figurative languages
right?”
“What can you say about the rhyme scheme “Yes sir!”
of the poem?”
Students‘ responses may vary, as they are
expected to answer(The rhyme scheme of
the poem The Knockers is aa,bb,cc,dd,)
“What do you think is the mood and the tone
of the poem? Yes? Anyone at the back?
Students‘ responses may vary, as they are
expected to answer(The mood of the poem
shifts from somber and reflective to warm and
inviting.
Republic of the Philippines
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
COLLEGE OF EDUCATION
Tiwi, Barotac Nuevo, Iloilo, Philippines
While the tone on the other hand is both
“Excellent class! The author also uses critical and contemplative),
different figurative languages. Give me an
example of figurative languages that you can
find in the poem and give me the definition?
Anyone? yes?”(Pointing to students’ raising
their hands). Students‘ responses may vary, as they are
expected to answer( Metaphor and
Personification).
“Yes, correct! Metaphor and personification
can you define it?, where can you find it in the
poem? Remember class I am recording your Students‘ responses may vary, as they are
participation today.” expected to answer(Metaphor directly
equates two unrelated things, while
personification gives human qualities to
inanimate objects or abstract ideas. For
example the metaphor shows in the line; The
first "knocker" is described as knocking with
his heart, attributing human emotions to an
abstract concept and suggesting vulnerability
and sincerity. The act of “knocking with"
symbolizes the ways in which individuals
seek acceptance or connection.
“Anyone who can also share their findings
and define it.? Give us an example in the Students‘ responses may vary, as they are
poem,Yes? At the back?” expected to answer( Imagery and Symbolism.
Imagery uses sensory language to create
vivid mental pictures, while symbolism uses
objects or concepts to represent abstract
ideas. For example; The contrasting imagery
between the heart and gold creates a vivid
picture of the two different approaches to
seeking acceptance.The "door" symbolizes
opportunity or acceptance, which is only
opened for those who come with material
wealth, as opposed to those who come with
heartfelt intentions).
“Very good everyone! What does the line in
the poem “ Knock with his heart and knock Students‘ responses may vary, as they are
with a piece of gold symbolize? Anyone who expected to answer("Knock with his heart"
can share their thoughts? For 10 symbolizes genuine emotion, sincerity, and
points,Yes?(Pointing to students’ raising their the desire for authentic connection. In
hands). contrast, "knock with a piece of gold"
symbolizes material wealth and the
Republic of the Philippines
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
COLLEGE OF EDUCATION
Tiwi, Barotac Nuevo, Iloilo, Philippines
superficiality of acceptance based on
possessions rather than true self-worth).
“Yes,class! Knocking with a gold implies that
the use of wealth or status can gain success.
A person who opens their door to this
knocker may prioritize material gain or social
status”.
“ What do you think is the theme of the Students‘ responses may vary, as they are
poem?” Yes ?(Pointing to students’ raising expected to answer(The central theme of the
their hands). poem revolves around the idea of acceptance
and how it can be influenced by material
wealth versus genuine emotion).
“Exactly class!”
E. ELABORATE :
Engagement Activity 3:“Connecting to
Real-Life”
“At this moment, for your next activity,
contemplate and reflect on your personal or
life experiences and relate the theme of the
poem “The Knockers”.
“Do you also feel neglected by someone even
if you have good intentions? Or do you also
feel like taking advantage or use by someone
because you have wealth in life? . Write your
answer on a piece of paper, work for 15 mins
and pass it before the time ends. Understood
class? Do you have any questions? If none, Students’ may ask further questions.
you can work now.”
Students’ will participate in the activity.
“Okay class times’ up, pass your paper”. Students’ will pass their paper.
Republic of the Philippines
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
COLLEGE OF EDUCATION
Tiwi, Barotac Nuevo, Iloilo, Philippines
Holistic Rubric for Reflection
Criteria Excellent Good Satisfactory Needs Score
(10) (7) (5) Improvement
(3)
Demonstrates Shows a Identifies the Struggles to
a deep and clear theme but identify the
insightful understanding offers limited theme and
Understanding understandin of the theme analysis or provides little to
of Theme g of the with relevant examples. no analysis.
poem's examples but
theme, lacks depth.
providing
strong
analysis.
Textual Support Effectively Uses relevant Includes few Rarely includes
uses multiple quotes or quotes or quotes or
quotes and references, references, references, with
references but may not lacking minimal
from the provide sufficient connection to
poem to enough support for the poem.
support context or reflections.
reflections. analysis.
Personal Makes Makes some Attempts to Fails to make
Connection strong personal connect personal
personal connections personally to connections to
connections but lacks the theme, but the theme or
to the theme, depth or connections reflects
demonstratin clarity in are weak or superficially.
g reflection reflection. unclear.
and insight.
Clarity of Articulates Communicate Reflections Struggles to
Expression | reflections s reflections are somewhat express
clearly and clearly, though unclear or reflections
effectively, organization disorganized, clearly; thoughts
with may be making it hard are disorganized
well-organize slightly to follow ideas. and confusing.
d thoughts lacking.
and ideas.
Republic of the Philippines
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
COLLEGE OF EDUCATION
Tiwi, Barotac Nuevo, Iloilo, Philippines
F. EVALUATION
Student oral participation serves as the evaluation.Below is the Holistic Rubric for the evaluative
tool.
Holistic Rubric for Evaluation
Criteria Excellent Good Satisfactory Needs Score
(10) (7) (5) Improvement
(3)
Actively Contributes to Occasionally Rarely
contributes to discussions contributes to contributes or
discussions, and asks discussions engages in
Engagement asks relevant but rarely asks discussions;
thoughtful questions but questions or hesitant to ask
questions, may not interacts with questions.
and responds engage with peers.
to peers peers as
effectively. much.
Clarity of Communicate Communicate Ideas are Struggles to
Expression s ideas s ideas clearly communicated communicate
clearly and but may lack but lack clarity; ideas clearly;
confidently, confidence or uses simple frequent use of
using minor vocabulary. unclear
appropriate structural language.
vocabulary issues.
and structure.
Responsiveness Responds to Generally Responses Rarely responds
questions and responds are often to questions or
prompts in a appropriately delayed or prompts;
timely and to questions, lack depth, responses do
thoughtful though some contributing not contribute to
manner, responses little to the discussion.
enhancing may be brief. discussion.
discussion.
Respectfulness Always Generally Shows some Lacks respect
shows shows respect respect but for others’
respect for for others, may dismiss opinions, often
others’ with minor others' dismissive or
opinions and lapses in viewpoints disruptive.
encourages encouraging occasionally.
diverse differing
viewpoints. opinions.
Republic of the Philippines
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
COLLEGE OF EDUCATION
Tiwi, Barotac Nuevo, Iloilo, Philippines
G. EXTEND: (Promote Continued Learning and Personal Connection)
Students will compose their own short poem inspired by Filipino Culture themes
incorporating the figurative languages. To be passed on to the next meeting.
