Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

San Isidro Campus
San Isidro, Nueva Ecija

A SEMI – DETAILED LESSON PLAN IN ENGLISH 7

I. OBJECTIVES
At the end of the lesson, the learners should be able to:

a. identify figurative language that shows comparison using the poem “Arithmetic” by Carl
Sandburg;
b. give the relevance of the poem to their development as individuals; and
c. demonstrate the difference of simile and metaphor by giving sentences.

II. SUBJECT MATTER

A. Topic: Identifying Figurative Language that Shows Comparison using the Poem
“Arithmetic” by Carl Sandburg;
B. Reference/s: http://www.yourdailypoem.com/listpoem.jsp?poem_id=2865
C. Materials: visual aids, pictures, charts, chalkboard, laptop, television

III. TEACHING PROCEDURE

A. Pre – Reading
 Daily Routine
a. Greetings
b. Daily Prayer
- A learner will lead a short prayer.
c. Checking of Cleanliness
- The learners will pick up the pieces of papers under their chairs.
d. Checking of Attendance
- The class secretary will check the group attendance.

 Review of the Past Lesson

- The class reviews the previous lesson by answering the following questions:
 What is the story “The Scholars and the Lion” all about?
 What is the moral lesson of the story?

 Motivation
- The teacher will use a picture in introducing the lesson. Afterwards, the teacher
will lead the learners to realize its connection to their lesson.

 Vocabulary Enrichment
- The teacher will post a set of words that the learners are not yet familiar with.
The learners will analyse the unfamiliar words using the sentences given by the
teacher.

B. While Reading
- The learners are grouped into three. The teacher has different popsicle sticks and
each stick has a corresponding score (green – 2 points, white – 1 point). The learner
will receive a popsicle stick if he/she will answer the question that the teacher will
ask to him/her. The best answer will have the chance to get the green popscicle stick.
At the end of the discussion, the learner and the group who gained the highest point
 will receive a prize. For the group points, the learners will combine the scores of
their group members.

- The teacher will give a short biography about Sara Teasdale. The teacher will play
first the video of the poem then afterwards, some of the learners will read the poem.

- The teacher will ask questions that will lead to the learners understanding for them to
get the message or theme of the poem.

“Barter”
by Sara Teasdale

I
Life has loveliness to sell,
All beautiful and splendid things,
Blue waves whitened on a cliff,
Soaring fire that sways and sings,
And children’s faces looking up
Holding wonder like a cup.

1. What does the extended metaphor “loveliness to sell” mean?

2. When someone is selling you something, what do they want to have?
3. Do you think that life is selling loveliness?
4. Do think that loveliness can be bought with cash? Why or why not?
5. How can life exchange loveliness for something besides cash?
6. What does life has something to offer to us in the first stanza?

II
Life has loveliness to sell,
Music like a curve of gold,
Scent of pine trees in the rain,
Eyes that love you, arms that hold,
And for your spirit’s still delight,
Holy thoughts that star the night.

1. Why does the author use a simile “like a curve of gold” to describe music?
2. What does life has something to offer to us in the second stanza?
3. Why does the author use a metaphor for making thoughts and ideas into stars in
the night sky?

III
Send all you have for loveliness,
Buy it and never count the cost;
For one white singing hour of peace
Count many a year of stife well lost,
And for a breath of ecstasy
Give all you have been or could be.

1. How can you buy for something without counting its cost?
2. Will you buy all the things that life has to offer no matter the cost?
3. What does life demand in exchange for all the loveliness?
4. How can one hour of peace comes from an appreciation of many years of
strife and hardship?
5. What is the cost of loveliness?
6. Why do you think the poem is entitled “Barter”?
7. What message of the poem have you learned?
 C. Post – Reading
 Generalization
1. What have you learned from the poem entitled “Barter”?
2. In your own words, what do you mean by life?

 Application
- In the same groups, the learners will pick their topic and do the specific tasks/s.
They are given 15 minutes to finish the task.

 Group 1. Make a slogan about appreciation of life.

 Group 2. Draw a thing that can be compared to life.
 Group 3. Construct an acrostic showing the good characteristics of life.

- Group presentation will be graded on the following criteria:

Relevance of the Interpretation – 5 pts.

Unity and Coordination – 5 pts.
Delivery and Effort – 10 pts.
20 pts.

IV. EVALUATION
The learners will answer a question individually. On a ½ sheet of paper (crosswise), the
students will write an essay about how they appreciate their life. Learner’s work will be
graded on the following criteria:

Focus/ Main Point – 10 pts.

Relevance of the Interpretation – 5 pts.
Sentence Structure and Word Choice – 10 pts.
20 pts.

V. ASSIGNMENT
The learners will cite about an excerpt of Antoine de Saint – Exupery entitled “The Little
Prince”.

Prepared by:

Kenneth V. Reyes
BSE III – A