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Detailed Lesson Plan in English Grade 9


At the end of the 60-minute lesson, the students are expected to:
A. Determine the relevance and the truthfulness of the ideas presented in the
B. Analyse literature as a means of understanding unchanging values in a changing
C. Relate text content to a particular social issues, concerns, or dispositions in real


A. Topic: Dreams Deferred by Langston Hughes

B. Reference: Anglo-American Literature Learner’s Material pg. 430
Borabo, M. & Borabo, H. (2015 ). Interactive and Innovative
Teaching Strategies 1. (kulang PA)

 Pictures
 Strip of paper with poem line
 Cartolina or Manila Paper
 ¼ Illustration board with plastic cover
 Pentel Pen


a. Preparatory Activities

The teacher greets the students and then asks them to keep away unnecessary
things from their desks.

b. Motivation

The teacher will show 4 pictures to the class, after showing those pictures the
teacher will ask several students to state their observation on the pictures given. Such

1. What do you see or observe in the picture?

2. What comes into your mind after looking at those pictures?
c. Unlocking of difficulties

Before the lesson start, the teacher prepares a short activity to the students for
them to be familiarized with the highfalutin words that used in the poem. The teacher
will let the students accomplish the crossword puzzle.

Directions: Accomplish the puzzle with the guide of the following:

2. of a wound or sore become septic; suppurate
4. having the consistency or sweetness of syrup

1. postpone the conscription of someone
3. the tough outer part of a loaf of bread
5. spinach or another leafy vegetable

b. Lesson Proper

 Before the discussion start, the teacher will ask the following questions:

1. Does anyone have a dream here?

2. Can someone share his or her dream with us?
3. What would you feel if those dreams are being set aside?

 After the question and answer, the teacher will let all the students to read
spontaneously with feelings the poem entitled “Dream Deferred by Langston
Hughes “.

Dream Deferred
by Langston Hughes

What happens to a dream deferred?

Does it dry up
Like a raisin in the sun?
Or fester like a sore—
And then run?
Does it stink like rotten meat?
Or crust and sugar over—
Like a syrupy sweet?
Maybe it just sags
Like a heavy load,
Or does it explode?
 The teacher will group the students into 5. Each group will be given a strip
of paper consist of lines from the poem and their task is to read the line of
the poem. After reading, students will be given 5 minutes to discuss with
their group mates the meaning of the line and share it to the class.

1. What happens to a dream deferred?

2. Does it dry up

Like a raisin in the sun?

3. Or fester like a sore—

And then run?

4. Does it stink like a rotten meat?

5. Or crust and sugar over—

Like a syrupy sweet?


(Bookmark Generalization-Burabo)

After the lesson proper, the teacher prepares empty bookmarks and
disseminate these at the end of the discussion. Students will write the generalizations
they learned during the discussion then allow them to read their generalization at the
end of the class.


Directions: Answer the questions below; make use only one paragraph to answer the
given question.

1. What is your dream?

2. What would you feel if your dream is being deferred?

3. Relate the message of the poem into your life.


Read also the drama “A Raisin in the Sun”. Use Fill the grid activity
provided by the teacher.

1. Motivation and Unlocking of Vocabulary (Levie)

2. Lesson Proper

1st part (Andrea)

2nd part ( Aaron)

3. Generalization until Assinment (Jenny)