LESSON EXEMPLAR IN ENGLISH GRADE 9

Integrating Multiple Intelligences

Prepared by:
TIMOTEA L. EVANGELISTA
Teacher III

Checked:
VIVIEN S. TUNAC
Head Teacher III-English
Noted:
JOHN R. MINA
Secondary Principal III

Introduction
Hebrew Literature: A short Story

The book of Ruth contains an interesting story about a Moabite woman who was redeemed into a
Hebrew family. The book may have been written by Samuel and was probably penned during the
time of David.

Objectives:

Demonstrate understanding the essence of faith, love and sacrifice

Identify the elements used in the short story
Gain awareness on a particular social issue

Main Idea:
The ability to identify the elements of a story aids in comprehension, leads to a deeper
understanding and appreciation of stories, and helps students learn to write stories of their own.

Vocabulary:
1.
2.
3.
4.
5.

Despondent- hopeless
Whither-whereabouts
Lodges-shelter
Kinsman-relative
Redeemer-savior

Subject Matter:
Topic: Hebrew Literature
Reading text: The Story of Ruth
Reference: Learners Materials in Afro-Asian Literature, pp. 419-421
Materials: Video clips, cartolina, graphic organizers

Strategy:
Motivation: Watch Out!
Reflect on this short film and answer the questions that follow:

Reference: https://www.youtube.com/watch?v=A7ltGZ5bN-o
(Toms Secret/ Say No to Child Exploitation)
Questions:
1.
2.
3.
4.
5.

What can you say about the short film?

What happened to the boy in the story?
What actions did the mother do to help the child with his problem?
Did the child reveal his secret? How?
What characteristics do the mother possesses?

Activity 1. The students are asked to read the story of Ruth and analyze the elements of thhe
selection by completing the graphic organizer.

Main Character

Setting

Minor Characters

Central Conflict

MAJOR EVENTS IN THE PLOT

Inciting Action:
Rising Actions:
Climax or Turning point:

Theme:

Processing of Information:

Mood

1. Describe the living faith that works out of love in the lives of Ruth and Boaz .
2. At the end of the story of Ruth, it appeared that Naomi owned some land that Boaz was
willing to sell to her. If she had this land along, why didnt she sell it earlier and save her
self a lot of trouble?
3. What does this story reflect about the characteristics of Christians?

Analysis:
1. Compare and contrast the characteristics of the characters in the story of Ruth?
2. What is the importance of analyzing the characteristics of characters in a story?
3. Point out the values reflected in the story.

Abstraction:
Elements of fiction and elements of story in general can be used by the reader to increase
their enjoyment and understanding of different literary pieces. Once students are aware that all
stories have elements of character, setting, plot, theme, point of view, style, and tone; they can be
encouraged to ask themselves to identify the characteristics of each for a particular story. The
more familiar they become with the different kinds of elements the better they will understand
and critically analyze stories.

Application:
Character Analysis. Analyze the personality traits of Ruth and Naomi as reflected in their actions
and dialogs. Compare and contrast Naomi who left Bethlehem and was bitter of Ruth who came
to Bethlehem and reigned. Furthermore, compare Naomi as a symbol of the law and Ruth as a
symbol of grace under the new covenant. Complete the Venn diagram below.

RUTH

Evaluation:

NAOMI

Make a slogan focusing on the theme of the story of Ruth. Be guided with these criteria:
Relevance to the theme - 40%
Clarity of message - 20%
Creativity - 15%
Originality - 15%
Impact & Presentation - 10%

Closure:
Life lesson learned

All that is good and worthwhile will come to us if we are patient and commit ourselves to
doing what is right in the eyes of God.
God notices people of good character.

Critical Thinking

State the importance of understanding the different elements of short story

Differentiate the characteristics of the main characters
Draw conclusion based on the characters actions and ways

LESSON EXEMPLAR IN ENGLISH GRADE 9

Integrating Multiple Intelligences

Prepared by:
TIMOTEA L. EVANGELISTA
Teacher III

Checked:
VIVIEN S. TUNAC
Head Teacher III-English
Noted:
JOHN R. MINA
Secondary Principal III

Introduction
Poetic Devices in Afro-Asian Poems
The power of literary-poetic devices and the techniques are evident in AfroAsian poetry like that a poetry of other cultures. They contribute so much in

adding not only beauty but also meaning/sense in the experience being played
up.

Objectives:
In this lesson you are able to:
Read the poem with correct expression and intonation
Identify the sensory images in a poem
Draw an image illustrated as describe by the lines taken from a poem

Main Idea:
Literature is the foundation of life. It places an emphasis on many topics
from human tragedies to tales of the ever-popular search for love. While it is
physically written in words, these words come alive in the imagination of
the mind, and its ability to comprehend the complexity or simplicity of the text.

Vocabulary:
1.
2.
3.
4.

Slumber
Howl
Quenched
Summit

Subject Matter:
Topic: Sensory Images
Reading text: The Sea by Khalil Gibran
Reference: English Time ,Vol .XIII, No.3 by Victorio Jr. and Cabanes, page 16
Material: Video clips, cartolina, drawing material, TV

Strategy:
Motivation: MMK (Movie Marathon for Knowledge and Information)
Students are asked to describe and tell something about the objects that are
shown in the video clips (ex. Flowers, food, birds.)

Activity 1. The students are asked to read the poem the The Sea with proper
intonation and expression.
The Sea
By: Khalil Gibran
In the still of the night
As a mam slumbers behind the folds,
The forest proclaims,
I am the power
Brought by the sun from the heart of the earth
The sea remains quiet, saying to itself,
I am the power
Brought by the sun from
The heart of the heart
The sea remains quiet, saying to itself,
I am the power
The rock says,
The ages erected me as monument as the Judgment Day
The wind howls I am strong,
I separate the heavens from the earth
The sea remains quiet saying to itself
The wind is mine the river says
I am the pure water
That quenches the tears of the earth.
The sea remain silent to itself
The river is mine
The summit says,
I stand high like a star in the center of the sky
The sea remains quite saying to itself
The summit is mine
The brain says, I am a ruler;
The world is in those who rule.
The sea remain slumbering saying in
Its sleep, All is mine!

Guide Questions:
1. Who are the characters in the poem?
2. What are they doing as describe in the poem?
3. When you read this line, I stand high like a star in the center of the
sky. In what sense does it appeal?

Activity 2. Write whats Right!

The students are instructed to write some lines taken from the poem and asked
to where the lines appeal to by putting a check mark in each column.
Things/line Sight
s that
appeal to
the senses
in the poem

Smell

Hearing

touch

Taste

Activity 3. Draw and Tell

The students are directed to draw the image illustrated or describe by some
lines lifted from the poem. They are rated according to this rubric.

Creativity

30%

Attractiveness
Relativity

30%
40%
100%

Processing of Information:
Guide Questions:
1. What are the words that appeal to the five senses according to the poem
read?
2. What is the importance of sensory images in the poem?
3. Aside from the words given that appeal to the five senses, what are other
words that create images?

Abstraction:
Sensory imagery is any description that involves one or more of the five
senses -- touch, sight, taste, smell and sound. Poetry that is rich in sensory
detail helps the reader perfectly envision the scene the poet is describing. "I
walked in the grass" becomes rich in sensory detail when changed to, "The
charred scent of the crisp, freshly-burned grass stabbed my nose as it
crumbled under my feet." Adjectives play a prime role in developing sensory
imagery, but some adjectives are better than others. Stating that grass is green
helps the reader picture the color, but explaining the hue of green or
comparing the color to another color can make the image more vivid.

Evaluation
Write a three-paragraph essay explaining the importance of literary devices in
making a story more meaningful.

Closure
Life lessons learned
Literature enables people to see through the lenses of others, and
sometimes even inanimate objects; therefore, it becomes a looking glass
into the world as others view it. It is a journey that is inscribed in pages,
and powered by the imagination of the reader. Ultimately, literature has
provided a gateway to teach the reader about life experiences from even
the saddest stories to the most joyful ones that will touch their hearts.

Critical thinking
State the importance of literature in the lives of people
Explain the importance of literary devices in literature
Enumerate ways on how to preserve literature