Lesson
Plan in English (First Quarter)
I.Objectives
At the end of the
discussion, the students will be able to:
a.
analyze the poem entitled, The Seven Ages of Man” by William Shakespeare;
b.
unlock the unfamiliar words found in the poem;
c.
appreciate the importance of having roles in life.
II.
Subject Matter
Topic:
Seven Ages of Man by William Shakespeare
References: A Journey through Anglo-American Literature,
English 9 Learner’s Material
: http://the.seven.ages.of.man.html.
Materials:
power point presentation, projector, laptop, activity sheets, pictures, book,
Value
Focus: Unity and Cooperation
III.
Procedure
A.
Activities
Ø Students guess and
arrange the seven wheels of mankind
ØAsking
the students: Why you arrange that way?
B.
First Reading of the Poem
The Seven Ages of Man
from “ As You Like It” by William Shakespeare
All
the world’s a stage,
And
all men and women were merely players;
They
have their exits and entrances,
And
one man in his time plays many parts
His
acts being seven ages. At first the infant,
Mewling
and puking in the nurse’s arms;
And
then the whining school boy, with his satchel
And
shining morning face, creeping like a snail
Unwillingly
to school. And then the lover,
Sighing
like a furnace,with a woeful ballad
Made
to his mistress’ eyebrow. Then a soldier
Full
of strange oaths, and bearded like a pard,
Jealous
in honor, sudden and quick in quarrel.
Seeking
in bubble reputation
Even
in the cannon’s mouth. And then the justice,
In
fair round belly with good capon lined,
With
eyes severe and beard of formal cut,
Full
of wise saws and modern instances;
And
so he plays his part. The sixth age shifts
Into
a lean and slippered pantaloon,
With
spectacles on nose and pouch on side;
His
youthful hose well saved, a world too wide
For
his shrunk shank; and his big manly voice,
Turning
again toward childish trebe, pipes
And
whistles in his sound. Last scene of all,
That
ends this strange eventful history,
Is
second childishness and mere oblivion,
Sans
teeth, sans eyes, sans taste, sans everything.
C. Unlocking of
Difficulties
With
the use of teacher-made worksheets, students answered the crossword puzzle by
pair.
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15.
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8.
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2.
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9.
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14.
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11.
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6.
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5.
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D. Second Reading of
the poem
The Seven Ages of Man
from “ As You Like It” by William Shakespeare
All
the world’s a stage,
And
all men and women were merely players;
They
have their exits and entrances,
And
one man in his time plays many parts
His
acts being seven ages. At first the infant,
Mewling
and puking in the nurse’s arms;
And
then the whining school boy, with his satchel
And
shining morning face, creeping like a snail
Unwillingly
to school. And then the lover,
Sighing
like a furnace,with a woeful ballad
Made
to his mistress’ eyebrow. Then a soldier
Full
of strange oaths, and bearded like a pard,
Jealous
in honor, sudden and quick in quarrel.
Seeking
in bubble reputation
Even
in the cannon’s mouth. And then the justice,
In
fair round belly with good capon lined,
With
eyes severe and beard of formal cut,
Full
of wise saws and modern instances;
And
so he plays his part. The sixth age shifts
Into
a lean and slippered pantaloon,
With
spectacles on nose and pouch on side;
His
youthful hose well saved, a world too wide
For
his shrunk shank; and his big manly voice,
Turning
again toward childish trebe, pipes
And
whistles in his sound. Last scene of all,
That
ends this strange eventful history,
Is
second childishness and mere oblivion,
Sans
teeth, sans eyes, sans taste, sans everything.
E. Introduction of
Author’s Background
F.
Third Reading of the poem
The Seven Ages of Man
from “ As You Like It” by William Shakespeare
All
the world’s a stage,
And
all men and women were merely players;
They
have their exits and entrances,
And
one man in his time plays many parts
His
acts being seven ages. At first the infant,
Mewling
and puking in the nurse’s arms;
And
then the whining school boy, with his satchel
And
shining morning face, creeping like a snail
Unwillingly
to school. And then the lover,
Sighing
like a furnace,with a woeful ballad
Made
to his mistress’ eyebrow. Then a soldier
Full
of strange oaths, and bearded like a pard,
Jealous
in honor, sudden and quick in quarrel.
Seeking
in bubble reputation
Even
in the cannon’s mouth. And then the justice,
In
fair round belly with good capon lined,
With
eyes severe and beard of formal cut,
Full
of wise saws and modern instances;
And
so he plays his part. The sixth age shifts
Into
a lean and slippered pantaloon,
With
spectacles on nose and pouch on side;
His
youthful hose well saved, a world too wide
For
his shrunk shank; and his big manly voice,
Turning
again toward childish trebe, pipes
And
whistles in his sound. Last scene of all,
That
ends this strange eventful history,
Is
second childishness and mere oblivion,
Sans
teeth, sans eyes, sans taste, sans everything.
G.
Analysis of the poem
1. What are the seven ages
of man according to the author?
2. Describe the school
boy’s attitude towards school?
3. What is compared to the
“stage” and “players” in the first two lines.
4. What other comparisons
are used in the poem? Which are examples of simile? Which are examples of
metaphor?
5. What physical and mental
changes take place as a man reaches
sixth and seventh ages?
6. Do you agree with the
persona’s description of old age? Why?
7. In the last line of the
poem, the word “sans” is repeate. What do you think is the purpose of repeating
it?
8. Which lines describe the
roles in life that man performs? Explain.
9. Why is it important to recognize and perform your role in life?
10. What would be the most
effective way of performing your role in life?
IV.
Assessment
Ø Students
presents their work in the class.
Ø Group
1, 2, 3, 5, 6, 7, and 8 will be graded
with the use of teacher-made rubrics.
Ø In
the case of Group 4, students will be graded based on the correctness of their
work and teamwork.
Rubric
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Beginning
1
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Developing
2
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Accomplished
3
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Exemplary
4
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Score
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Word Usage
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Student’s
use of
vocabulary
is
very
basic.
|
Student’s
use of
vocabulary
is
more
telling than
showing.
|
Student’s
use of
vocabulary
is
routine
and
workable
|
Student’s
use of
vocabulary
is
precise,
vivid,
and paints
a
strong
clear and
complete
picture
in the
reader’s
mind.
|
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Poetic/ Prose
Techniques
(elements)
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Uses
few poetic/ prose
Techniques
such as figurative language.
|
Uses
some poetic/prose
Techniques
such as figurative language to
reinforce
the
theme.
|
Uses
poetic/prose
techniques
such as figurative language to
reinforce
the
theme.
|
Effectively
uses
Poetic/prose
techniques such as figurative language
to
reinforce the
theme.
|
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Language
Conventions
(spelling,
grammar,
punctuation)
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May
contain
frequent
and
numerous
errors
in
spelling,
grammar,
and
punctuation
that
interferes
with
the
reader’s
understanding.
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May
contain many
errors
in spelling,
grammar,
and/or
punctuation
that
may
interfere
with
the reader’s
understanding.
|
Has
mainly grade level
appropriate
spelling,
grammar,
and
punctuation;
contains
some
errors
that do not
interfere
with the
reader’s
understanding.
|
Has
grade-level
appropriate
spelling,
grammar,
and
punctuation;
contains
few, if
any,
errors that
do not
interfere
with
the reader’s
understanding.
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Effort
|
Student’s
work
lacks
understanding
of the
assignment.
|
Student’s
work
demonstrates
some
understanding
of
the
assignment.
|
Student’s
work
demonstrates
an
understanding
of
the
assignment.
|
Student’s
work
demonstrates
a
complete
understanding
of
the
assignment
and
goes beyond
the
requirements.
|
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Illustration
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Lacks
an
illustration.
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Uses an
illustration
that
may add
to the
work’s meaning.
|
Uses an
illustration
to
enhance
the
work’s
meaning.
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Effective
and
creative
use of
an illustration
enhances the work’s meaning.
|
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Group
No.: ___________________ Score:_________
Grade:_________ Section: ________________
Teacher
Comments__________________________________________________
V.
Assignment
Advance study of the proper
use of punctuation on page 18-19.
Prepared by:
Ernie
A. Esclavilla
English Teacher
