SEMI DETAILED LESSON PLAN IN

ENGLISH 10

Objectives
At the end of the lesson, the learners are expected to:
a. Express appreciation for sensory images; and
b. Appreciate the overall artistic value of the structure and elements of the selection
(structuralist/formalist)
c. Explain how the elements specific to a genre contribute to the theme of a particular
literary selection; and
d. Explain the literary devices used.

Subject Matter
 Topic: What a Wonderful World
 Materials: Chalkboard, Laptop and
 Reference: http://tippie.uiowa.edu/accounting/writing/bibliography.cfm#write and
http://www.ajarnmichael.com/BiblioPractice.html

Procedures
A. Preliminary Activities
- Prayer
- Attendance
- Greetings

B. Motivation
1. The teacher will ask the students if they want to listen again to the song, “What A
Wonderful World”.
2. The students will be allowed to sing with the song.
3. The teacher will ask the students how did they feel to listen to a song that talks about
Mother Nature.
4. The teacher will ask what effect does the song have to their senses and while listening,
did their senses work.
5. The students will be grouped with a minimum number of five members.
6. For the next activity, the teacher will distribute the lyrics for “What A Wonderful
World” to each group.

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 I see trees of green........ red roses too

I see them bloom..... for me and for you

And I think to myself.... what a wonderful world.

I see skies of blue..... clouds of white

Bright blessed days....dark sacred nights

And I think to myself .....what a wonderful world.

The colors of a rainbow.....so pretty ..in the sky

Are also on the faces.....of people ..going by

I see friends shaking hands.....sayin.. how do you do

They're really sayin......I love you.

I hear babies cry...... I watch them grow

They'll learn much more.....than I'll never know

And I think to myself .....what a wonderful world

(instrumental break)

The colors of a rainbow.....so pretty ..in the sky

Are there on the faces.....of people ..going by

I see friends shaking hands.....sayin.. how do you do

They're really sayin...*spoken*(I ....love....you).

I hear babies cry...... I watch them grow

*spoken*(you know their gonna learn

A whole lot more than I'll never know)

And I think to myself .....what a wonderful world

Yes I think to myself .......what a wonderful world.

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 Source: What A Wonderful World lyrics © CARLIN AMERICA INC, WINDSWEPT HOLDINGS LLC,

MEMORY LANE MUSIC GROUP

http://www.lyricsfreak.com/l/louis+armstrong/what+a+wonderful+world_20085347.htm

C. Development of the Lesson

1. Each group will do the following activities using the lyrics of the song “What a
Wonderful World.”
2. The teacher will distribute one cartolina to each group.
3. The students will draw a big circle then write words from the song that appeal to their
senses.
4. The students will sketch the image of one word that captures their interest the most.
5. The students will explain why such word captured their attention.
6. The students will connect and/or extract from the image drawn the overall issue
concerning human experience.
7. The students will complete the table below to make sense of how effective or ineffective
the treatment is of the underlying or overarching issue concerning human experience.

Senses Effective Reasons Ineffective Reasons

Auditory
Flavor
Sensation
Vision
Odor
8. The students will present their outputs.
9. Using the same group, the students will use the chart below to analyze the song “What A
Wonderful World”.
10. The teacher will discuss to the students the questions provided as their guide.

Element Description
1. Character (s): Who are the characters in the
song?
2. Setting: Where and when does the song
take place?
3. Conflict: What is the main problem in the

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 song?
4. Plot: What is happening in the song? What
is the song about?
5. Tone/Mood: What is the author/composer’s
attitude toward the subject? What kind of
emotion or feeling do you get after listening
to the song?
6. Point of View: Who is telling or narrating
the story? Is one character acting as a
narrator (first person), or someone telling
what is going on (third person)?
7. Literary Device: What is the literary device
used in the song? Is it simile, metaphor,
personification, etc.?

D. Closure

1. The teacher will ask the students if they are to describe the song in one word, what would
it be.
2. The teacher will say that the world we live in is an incredible place filled with beauty,
majesty, mystery and wonder. From the towering mountains to the endless oceans
teeming with life, from the magic of watching a child grow to our amazing human
capacity to form relationships, this world is truly awe inspiring. Set to the tune of Louis
Armstrong's iconic song, this message reminds us that “It's a Wonderful World.”
3. The teacher will leave a question to the students to reflect: If Mother Nature was a real
person you could talk to, what would you say to her or ask her?

Prepared by:

Rosanna Marie C. Javier

ENGLISH 10 Practice Teacher