LEARNING PLAN IN ENGLISH

I. OBJECTIVES: At the end of the lesson, the students shall have:

a) recalled romantic phrases in discovery of the theme in the poem;
b) defined what true love is;
c) listened to a song having the same theme with the poem;
d) arrived at the meanings of words through contextual clues;
e) analyzed the poem through reflection;
f) written a simple and new version of the poem; and
f) expressed values about the same theme through another piece of poetry.
II. SUBJECT MATTER:
A poem, Sonnet 116 by William Shakespeare
References: http://www.shakespeares-sonnets.com/sonnet/116
III. PROCEDURE:
A. Motivation/Opening
UNFREEZING ACTIVITY In small groups, students will be given 5 minutes to
recall romantic phrases (pickup lines) as many as they can. Another 5 minutes
will be given for their battle.
Are you a magician? Because whenever I look at you, everyone else disappears!
I wanna live in your socks so I can be with you every step of the way.
Can I have directions? [To where?] To your heart.
B. Statement of the Lesson
MOTIVE QUESTION - When you see changes with the one you have loved, will
there also be a change with the way you look at him/her? How do you say that
love is true?
C. First Reading
Let me not to the marriage of true minds admit impediments.
Love is not love which alters when it alteration finds,
or bends with the remover to remove:
Oh, no! It is an ever-fixed mark.
That looks on tempests and is never shaken;
it is the star to every wandering bark,
whose worth's unknown, although his height be taken.

Love's not Time's fool,

though rosy lips and cheeks within his bending sickle's compass come;
love alters not with his brief hours and weeks,
but bears it out even to the edge of doom.
If this be error and upon me proved,
I never writ, nor no man ever loved.

D. Word Search
UNLOCKING OF DIFFICULTY The students will identify the meaning of words
in bold and look for the definition from the box.
a) cause to change; make different
b) form a curve
c) something immaterial that interferes with action or progress
d) a violent commotion or disturbance
e) a line determining the limits of an area
f) to move or cause to move in a sinuous or circular course
____1) My broken wrist is the impediment preventing me from finishing my new
novel.
____ 2) I can't alter the plans.
____ 3) Days before the hurricane hit land, the government urged citizens to
prepare for the tempest.
____ 4) Anne can bend spoons.
____ 5) Hopefully he wouldn't wander off and get lost.
____ 6) She stopped and smiled, holding out the edges of her white dress as if
to show it off.
E. Discussion
1) POEM INTERPRETATION The students will be grouped and they will be
asked define the words/phrase through denotation and connotation.
Let me not
line 1
the marriage of true minds
line 1
Love is not love
line 2
the remover
line 4
to remove
line 4
an ever-fixed mark
line 5
That looks on tempests
line 6
wandering bark
line 7
Whose worth's unknown
line 8

although his height be taken

line 8
Time's fool
line 9
bending sickle
line 10
compass
line 10
I never writ
line 14
2) PROCESSING QUESTIONS:
What is it that you cannot force the persona to admit?
Did he believe that love is not love when it changes because he finds
changes with his beloved? What line shows this?
Do you believe that love can direct someone who is wandering?
Did the persona believe in this? What line shows this?
Do you believe that love is not under times power?
What did the persona tell us about this?
How did he define true love?
Do you agree with how he believed about true love?
F. Engagement Activity
NEW VERSION The students will be instructed to rewrite the poem with how
they interpret each line.
Example:
Oh, no! It is an ever-fixed mark.
Oh no, love is a constant and unchanging light
That looks on tempests and is never shaken; That shines on storms without being shaken;

G. Enrichment Activity

EXCERPT INTERPRETATION - The students will read the poem, The Prophet
written by Kahlil Gibran.

You were born together, and together you

Shall be forevermore

You shall be together when the white

Wings of death scatter your days.
Ay, you shall be together even in the
Silent memory of God

PROCESSING QUESTION:
What message about love and God did the author want us to understand?

IV. ASSIGNMENT
The students will be instructed to sing their new version of the poem, Sonnet
116 through rap.

Prepared by:

FLORENS C. GENOVES
English Instructor