English for Senior High School

Grade: 11/12 Date:

I. Objectives

By the end of the lesson, the students are expected to have been able to

a. Identify representative texts and authors from each region;

b. Appreciate the use of poetic devices such as dramatic situation in the development of
meaning in a poem; and
c. Respond critically to the poem and consequently articulate this response through a creative
visualization of the poem.

II. Subject Matter

Topic: Oppression: What is it and how we can stop it

Materials: Speakers, Laptop, PPT
References:
Strategy: Cooperative learning,
Value integration: Teamwork, Respect, Discipline, Bravery, Brotherhood

III. Procedure

1. Prayer
- Let us pray.
2. Greetings
- Good morning to everyone.
- How have you been?
3. Checking of attendance
- Is anyone absent?
- Good

4. Review
 - What was our discussion the last time?
5. Motivation
- A Short video clip will be presented to the class.
- What can you infer from the video we watch a while ago?
- What are the different scenarios in the present time that show oppression?
- Yes?
- Good
A. Presentation

- Today, we will discuss about how the 21st century people combat oppression in their
simple ways, and appreciate contributions of the canonical Filipino writers to the
development of national literature.
- The teacher will discuss and let the students share their ideas about the topic.
- Can any define the word oppression?
- How can you stop oppression?
- The teacher discusses
-
- The teacher will show another short video clip related to the topic
B. Practice

- All right. Let’s have an activity. I’ll group you into 5- 6 members each. Dramatized the
different instances of oppression in the present time. You are given 20 minutes to
discuss with your group members, and given 2 minutes each group to perform in front
of the class.

Instructions: You will be grouped into 5- 6 members each group and dramatized t he
different instances of oppression in the present time. You are given 20 minutes to
discuss with your group members, and given 2 minutes each group to perform in front
of the class.

Rubric for Role-Play

30 20 10
Fluency Delivers their part Somewhat delivers Inappropriately
accurately and their lines delivers their lines
shows appropriate accurately and accurately and
 expressions shows some shows lack of
appropriate expressions
expressions
-
Group Participation Contributes to the Sometimes Does not contribute
- group ideas and contributes to the to group ideas &
- group work. Speaks group ideas and work. Has trouble
- appropriately and group work. Speaks speaking and is off
stays on task somewhat kindly. task most of the
- Show off task time
- behaviour at times
Props Make sense to the Make sense to the No props
plot of the play and plot of the play but
are used are sometimes used
appropriately inappropriately
Presentation Speaks loudly and Speaks quietly and Silent or hereby
clearly. Works clearly. Works audible. Has trouble
cooperatively with cooperatively with cooperating with
group members group members group members
most of the time

- Any questions?
- Good
IV.Evaluation

- Go back to your group mates and read the poem titled “Third World Geography “by
Cirilo F. Bautista.
- Brainstorm with your group and answer the following questions in a piece of paper.

a. Write about the realities of struggles that happen in a country faced with an oppressive
ruler.
b. Relate the details and images in the poem and how it can be related to actual historical
events in the story.
c. Explain the dramatic situation presented in the poem.
d. Explain how allegory was demonstrated in the poem by identifying the literal and
symbolic meaning of the poem

V. Assignment

- Cut new clippings of oppression happening in other parts of the world, paste this on a
sheet of paper and write your reaction about it.