DETAILED School San Jose National High Grade 10

LESSON School Level

PLAN Teacher Mary Grace S. Balagot Learning English
Area
Teaching January 30, 2018 Quarter 4
Date 2:15- 3:15 p.m.
and Time
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how world literature and other
text types serve as sources of wisdom in expressing and resolving conflicts
among individuals, groups and nature; also how to use evaluative reading,
listening and viewing strategies, special speeches for occasion, pronouns and
structures of modification.
B. Performance The learner skilfully delivers a speech for a special occasion through utilizing
Standards: effective verbal and non-verbal strategies and ICT resources.
C. Learning EN10RC-IIe-7.3: Read closely to get the author’s purpose
Competencies/ EN10RC-IIIf-2.18: Personal significance of the selection to the reader
Objectives: (reader-response)
EN10LC-Ih-14.3: Show appreciation for songs, poems, and other
listening texts
EN10LT-Id-2.2: Explain how the elements specific to a genre
contribute to the theme of a particular literary selection
II. CONTENT Reading Text, “Laura” by Francesco Petrarch translated by Morris Bishop
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 152- 158
Pages
2. Learner’s Materials 171 – 178
Pages
3. Internet http://www.holidayhomestuscany.com/tuscany-holidays-arezzo-francesco-
petrarca.html
http://www.dictionary.com/browse/petrarchan-sonnet
https://en.wikipedia.org/wiki/Petrarchan_sonnet

B. Materials Pictures, visual aids, laptop, and LED Television

IV. PROCEDURE
Teacher’s Activities Students’ Activities
Prayer

Let us all start the day with a prayer. Kindly

lead the prayer, Krista.
Oh God Almighty, we praise and adore Your
name. We thank You for all the blessings that You
have showered upon us. Thank You for waking us
up and keeping us safe this day. Thank You for our
family, friends, teachers and classmates that You
have given us to fill meaning to our lives. We beg
for Your forgiveness for all the sins that we have
committed in thoughts, words and deeds. We also
ask for Your blessings as we discuss another topic.
May You give us the knowledge and wisdom that
we need in order to grasp the things that we are
about to learn. Most of all, let You, oh God, be the
center of our every leaning. These, all, we pray, in
Jesus’ mighty name, Amen.
Classroom Management
Good afternoon, class!
Good morning, Ma’am!
Before you take your seats, please clean your
area and arrange your chairs, then seat
comfortably. (Students will pick up the pieces of paper and
check the alignment of their chairs)

Checking of Attendance

Now, offer a smile to your seatmates and say,

“just love” in whichever way you prefer—
Korean way, Filipino way, etc.
(The students will smile to their seatmate and say
“just love”.)
Whose seatmate is missing? Do we have an
absentee?
None, Ma’am!
Very good!
For that, clap for yourselves.
A. Review lesson or presenting new lesson

PASS THE PAST!

Fifteen days to go, and we are going to

celebrate Valentine’s day. We have received
early Valentine cards from the past.

As a review of our past lesson, let us open

and answer each question that the heart
bears.

I will be playing the song titled “The Past”,

and what you’re going to do is to pass these
hearts. When the music stops, the persons
holding the hearts will answer the questions.
Yes, we are!
As what we usually do in our listening
activity, sit properly, keep quiet and focus.
Are you ready?

(Plays the song and will stop after few

seconds)

Let us start with question number 1.

Yes, Angeline? Please read and answer the
question.
Question: What is an argument?

Answer: An argument is a discussion in which

people express different facts and opinions
regarding a certain topic.
Exactly, Angeline! An argument is a way of
expressing opinions about a topic.

How about number 2?

Yes, Ervien?
Question: What are the three ways of convincing
 your listeners?

Answer: Three ways of convincing the listeners

are reasoning, persuasion, and evidence.
Very good, Ervien! Through reasoning,
persuasion and evidence, a speaker can
convince the listeners to believe his/ her side.

Now, who got the heart bearing number 3?

Yes, Jody?
Question: What are the three fundamental types of
appeal in presenting an argument?

Answer: The three types of fundamental appeal in

presenting an argument are reasons, ethics, and
emotion.
Definitely, Jody! In presenting an argument,
those three fundamental appeals are also
important.

And for the last heart, number 4.

Yes, Abela?
Question: What are the three basic components of
an argument?

Answer: The three basic components of an

argument are: the claim which answers the
question, “What do I think?”; the reasons
answering the question, “Why do I think so?”; and
the evidence for the question, “How do I know this
That is good to hear! It really seems that you is the case”?
really did fall in love with our past lesson
and you are ready to fall in love with another
one.

Am I right?
Yes, Ma’am!
B. Establishing a purpose for the lesson

BATTLE OF THE MIND AND THE

HEART

This time, I will introduce two things which

often contradict with one another.

Who can tell me what these organs are?

Yes, Abegail?
Those organs are the heart and the brain.
Alright! There was an argument which states
that, “The heart is superior over the brain.”

Anyone who wants to react on the said

argument? I disagree with the argument, because
It is evident that the brain is superior because it is
located higher than the other organs including that
of the heart.

Very well said, Abigail! I disagree with Abegail’s statement that the brain
Some more who agrees with her? is superior to the heart. It is true that the brain
controls the different organs in our body, but the
heart is in the first place not like those of the
involuntary organs. That means that even without
That is correct, Apple! the brain which controls for it to function, it still
Who wants to go with the heart? keeps beating.
Yes, Florenz?

When a person met an accident and unfortunately

Very scientific argument! I guess you will turned out into a coma, without the heart beating,
become a good scientist someday! the remaining organs, even the brain, would also
stop functioning.
Can someone cite a situation which testifies
that truly, the heart is superior over the
brain?
Yes, Edriel?

Yes, Ma’am.

That is true!

Now, I want you all to close your eyes and

put your right hand to your left chest. No, Ma’am!
Do you feel your heart beating?

Now, command your heart to stop beating.

Let your brain control the beating of your
heart.
It is just one way of testifying that there really are
Is it possible? Situations, wherein the control is not always upon
the brain. The activity shows us that the heart has
You may now open your eyes. its actions which the brain itself cannot control.
Upon doing the activity, what have you
realized?

Yes, Clarissa?
What a heartfelt answer, Clarissa!

Just like in love, when your heart starts to

fall, even you just met the person, the brain Yes, Ma’am!
just can’t prevent you in falling deeply in
love with the person.

Today, we will be discussing a lesson about

falling in love.

Do you like it?

C. Presenting examples/instances of the

lesson

Have you heard the song “Love Moves in

Mysterious Ways”? Sometimes, two people
just cross roads and suddenly, love is felt.
Yes, Ma’am!
As you can see, there is a crossword puzzle
and some boxes with a heart in it. Solve the
puzzle and later, the piece that we will
discuss will be revealed.

Are you ready?

1 2

ACROSS
1. something that serves to incite or inflame

t r
4. very powerfully

f y

5. to put a pile on or in something

h d
DOWN
2. causing unhappiness or sad feelings

d y

3. supremely good; relating to or coming

from God or a god

d e

Who wants to answer number 1?

Please read the definition first, give the word
and use it in a sentence also relating to love.
Yes, Rachel? “Something that serves to incite or inflame” is the
definition of the word tinder.
The tinder that hurts her heart is the thought of
betrayal.

Very good!
Next, for number 2.
Yes, Jeizel? “Causing unhappiness or sad feelings” refers to
dreary.
The dreary past made his tears fall from his eyes.

That is a heartfelt sentence!

Now, for number 3.
Let us have, Karl. “Supremely good; relating to or coming from God
or a god”, is a group of words used to define the
word divine.
Loving someone and being loved by someone
make someone feel divine.

Very nice!
Let us have number 4.
Yes, Iris? “Very powerfully” defines the word furiously.
Love transforms two people furiously.

That is good!
For the last number, let us have Adrian. “To put a pile on or in something” is the definition
of the word heaped.
The fact that someone loves you heaped
inspiration, delight, and meaning to one’s life.

Very well said!

Very good, class! You already have solved

the mystery words in the puzzle!
1 2
T I N D E R
R
3
D E
I A
 V R
4 S L
F U R I O U Y
N
5
H E A P E D

Now that you already have solved the puzzle,

you are now going to rearrange these hearts
in order for us to solve the mystery piece that
we are about to discuss today.

v
A R L U A

Who wants to answer it?

Yes, Jayvee? I think, Ma’am, the piece is titled, “Laura”.
You got it! The literary piece that we are
about to fall in love with today is “Laura”.

Are you ready? Yes, Ma’am!

D. Discussing new concepts practicing new
skill

For a moment, let us all pretend to be

doctors. I have here a laboratory gown and a
stethoscope.

Who wants to experience hearing a

heartbeat?
Okay, Jaylard, try listening to Maricel’s
heart, and later share to the class what you
have heard.
I heard her heart sound. Its sound is like “lub dub
lub dub”
That’s it!

(A loud heartbeat will be heard)

Do you hear that class?

Yes, Ma’am!
Okay, let us find out whose heart is that. It
may have something to do with Laura.

Francesco
Petrarch
Let us see what’s inside Francesco Petrarch’s
heart.
Everybody, please read.
Francesco Petrarch
 considered as one of the fathers of the
modern Italian language.
 is best known for the lyric poetry of his
Canzoniere considered one of the greatest
love poets of world literature.
 This Canzoniere is about the woman whom
he saw and fell in love upon seeing in the
church of St. Clare, Avignon, April 6 1327.
 The Canzoniere, or Rerum vulgarum
fragmenta, contains 366 poems and is
divided into two sections: the first is
devoted to Laura in life (1-263) and the
second to Laura in death (264-366). Where
after 21 years, on the very same day
Petrarch saw Laura (April 06), Laura died.
 Several years after her death, Maurice
Sceve, a humanist, visiting Avignon had
her tomb opened and discovered inside a
lead box. Inside was a medal representing a
woman ripping at her heart, and under that,
a sonnet by Petrarch.
Who is Francesco Petrarch?
Yes, Liezelle?
He is the man who fell in love with Laura at the
very first time he saw her. Based on the simple
biography, it is evident that he is also the writer of
“Laura”.
Very good! Let us start! Just bear in mind the
unrequited love Petrarch has for Laura.

I will read the poem first and later you read

it.

LAURA
Translated by Morris Bishop

She used to let her golden hair fly free

For the wind to toy and tangle and molest;
Her eyes were brighter than the radiant west.
(Seldom they shine so now.) I used to see
Pity look out of those deep eyes on me.
(“It was false pity,” you would now protest)
I had love’s tinder heaped within my breast;
What wonder that the flame burned
furiously?
She did not walk in any mortal way,
But with angelic progress; when she spoke,
Unearthly voices sang in unison.
She seemed divine among the dreary folk
Of earth. You say she is not so today?
Well, though the bow’s unbent, the wound
bleeds on.
Your turn! Everybody please read, as if you
are Francesco Petrarch.
(The students will read the poem.)
Now, let us have four groups.
First liners will be Group 1; second liners for
Group 2; Third liners for Group 3; and fourth
liners for Group 4.

.
Turn to a group—
One, two, three, and four.
One and two, contest for the first eight!
Three and four, compete for the last six!
At the count of one, two minutes,
Let me fall with the shape
of you!

One member of the group must explain what

then other members are portraying. Is that
clear?

Okay, your two minutes starts now. Yes, Ma’am!

(The students will do the task in two minutes and

You performed well, class! after that, groups 1 and 2 will perform)
Let us now talk about what the first eight
lines tells us about.

She used to let her golden hair fly free

For the wind to toy and tangle and molest;

What can you say about these lines?

Yes, Faye?

These lines just describe how Laura lets her hair

In one word, how would you describe her, loose and be played and swayed by the wind.
then?

She is simple, Ma’am, because as described, there

is no sign of sophistication in the way she loose
Very good! We can really say that Laura is a her hair.
simple girl by the way the poet, Petrarch, had
described her.
Let us ask a girl from this class, do you also
prefer letting your hair loose?
Yes, Christine Joy?

Yes, Ma’am! Just like Laura, I usually let my hair

That is nice! How about the boys, do you fly free and seldom use a ponytail to tie it.
find those girls who just let their hair loose
and be played by the wind attractive?

Jeffrey?

Yes, Ma’am! I prefer simple girls over those

sophisticated ones. As beauty is in the eyes of the
beholder, for me, beauty relies on the simplicity of
That is well said! the person.

Now let us proceed to lines three to six.

Her eyes were brighter than the radiant west.

(Seldom they shine so now.) I used to see
Pity look out of those deep eyes on me.
(“It was false pity,” you would now protest)

What is conveyed in these lines?

Yes, Francis?

These lines just continue the description of how

Okay, what were described in those lines and Laura used to look like.
how were they described?

Petrarch focused on describing Laura’s eyes in

these lines, where he finds those eyes bright, and
he even says that it is brighter than that of the
Very good! radiant west. There are also pity look of those eyes
on Petrarch.
There are enclosed lines in the poem:

(Seldom they shine so now.)

(“It was false pity,” you would now protest)

What do you think do these mean?

Yes, AJ?

Those lines only mean that there really are evident

changes on Laura as time passed by. The bright
eyes suddenly lost it brightness which caused it to
seldom shine. The pity look which the persona
used to notice on the eyes of Laura was just a
product of his illusion.
How did you say that those are just a product
of his illusion?

Looking back at Petrarch’s background, he had an

unrequited love to Laura. The latter was not able to
know that he had that feeling towards her, which is
 why, those pity look from her eyes didn’t really
existed. The brightness also faded because in the
first place, the brightness in her eyes was not
Base on your experience, did you also have intended for him.
the same admiration as the persona?

Yes, Ma’am! I also admire their hair and eyes.

And of course, there really are times which I feel
Okay, and so the next lines are: that the person also feels the same as I am.

I had love’s tinder heaped within my breast;

What wonder that the flame burned
furiously?

What do these lines want to say?

The persona expresses that there is a flaming love

that had grown in his heart. And the persona is
thinking about the reason why does that love keep
Looking back at the background of the growing.
author, as well as the activity about the heart
and the mind, how would you relate those to
these lines?

Knowing that Laura was seen by the persona on

the day of her wedding, it really is a foolish thing
to continue falling in love with Laura. However, as
we have defended in our activity, there are
situations wherein the prevalence of the heart as
superior than the brain exists. In Petrarch’s
situation, he just followed his heart that even
though he knows that loving Laura is non- sense
and would only cause his pain, he still used his
If you were the persona, would you still love heart and love until it hurts.
a person who already got married? Why and
why not?

All in all, in the first eight lines in the poem, (Students’ answer may vary)
the persona just described the things he
admires about Laura, and a question was
raised in the last line.

To see what the answer is, let us first witness

the portrayal of groups three and four and we
will continue.

Very good! (The students will perform)

Now let us look at the lines:

She did not walk in any mortal way,

But with angelic progress; when she spoke,
Unearthly voices sang in unison.
She seemed divine among the dreary folk
Of earth. You say she is not so today?

What are the reasons why his love had grown

that far?

As stated, the persona considers Laura as immortal

in the ways she walk, talk and the way she really
differs among the others. She is extraordinary and
is incomparable. That is why, she seemed so
perfect in the persona’s perspectives which caused
What is strange in the last line: him to love her even deeper.

Well, though the bow’s unbent, the wound

bleeds on.
It is strange because the two phrases are
contradicting to one another. We all know that
before hitting the target, the bending of the bow
must be done first. But in those, the wound already
bleeds even before the bow is bent.
That’s correct!

Why do you think the persona stated that?

Basing on Petrarch’s biography, the last line just
iterates his unrequited love towards Laura. He saw
Laura at the church on her wedding day. Thus,
even before he confessed the love that is heaped
within himself, the pain is already felt because of
the subject of his affection is already committed to
someone.
That’s it! Have you ever felt that kind of
feeling when your love already loves and
being loved by someone?
(Students’ answers may vary)
How do you think does the persona feel in
the poem?
There is an intense emotion of admiration and love
towards Laura in the beginning of the poem but in
the end, there is pain which was caused by the fact
that Laura will never be his.
Upon reading the poem, how do you feel
towards the persona? Towards Laura?
(Students’ answers may vary)
Did you understand the poem?
Yes, Ma’am.
That is good!
E. Discussing new concepts and practicing
new skill # 2

Now, we have to be informed that aside from

Petrarch’s obsession to Laura, he was also
obsessed to writing sonnets. And one of these
is the poem “Laura” which we have just
discussed.

To know more about the sonnet, we need to

accomplish first this activity. There are
rumbled letters inside ach heart. Your task is
to rearrange the letters to form the correct
word. A clue is given for each heart to help
you in getting the right word.
 (The students will do the activity)

ERPACAHNPTR
Clue: Poet

Answer: Petrarchan.

You got it, group 1!

Let us open the heart to know how the
formed word needs to tell us.

Petrarchan sonnet
 a 14- line poem popularized by an
Italian pet, Francesco Petrarch.
 also known as Italian sonnet

Going back to the poem, is Laura qualified as

a Petrarchan sonnet?
Yes, Ma’am. First of all, Laura is written by
Petrarch who formulated the Petrarchan sonnet. It
also consists of 14 lines.
Very good!

VOTAEC
Clue: Eight

Octave
 the first eight lines in the Petrarchan
sonnet.
 its purpose is to introduce a problem,
express a desire, reflect on reality, or
otherwise present a situation that
causes doubt or a conflict within the
speaker's soul and inside an animal
and object in the story.

Again, looking back to the poem, who may

show us the octave in the poem?
The octave starts from the first line, She used to let
her golden hair fly free until the eighth line, What
wonder that the flame burned furiously?
Basing on that, what is the purpose of the
octave?
The purpose of the octave is to express a desire
which is evident in the way the poet described the
woman of his desire.

Very well said!

For the next part, we have here the next
word.

EESSTT
Clue: Six

Answer: Sestet
Sestet
 the last six lines in the sonnet.
 its purpose can be making a comment
on the problem, applying a solution to
it, or expanding and contradicting the
idea in the octave.
 Begins with the so-called volta which
it introduces a pronounced change in
tone in the sonnet which is marked by
the change in rhyme scheme.

Basing on the poem, what is the purpose of

the sestet? The sestet in Laura expands and contradicts the
octave. In the beginning of the sestet, the
description of Laura is extended and is
contradicted in the last lines because of the sudden
change of emotion from admiration into pain.
You nailed it!

Let us have the last word.

HMEYR
Clue: chase: face

That is correct!
Rhyme is another prominent feature of a
Petrarchan sonnet.
To know the pattern of rhymes, which is
called the Rhyme Scheme, of the Petrarchan
sonnet, a task is to be done first.

RHYME-A-TIME

Rhyme is to time; as to group is to troop;

Group the words, as fast as you can.
Match the words that rhyme
In the least possible time.

Breast me
spoke
Folk molest
today
Free on
unison
Furiously see
way
west protest

A B C D E

Groups 1 and 2 will combine. Likewise in

groups 3 and 4.
(The students will do the activity)

A B C D E
free molest Way spoke Unison
see west Today Folk on
me protest
furiously breast
Very good participation!

From that we have known the rhyme scheme

of the Petrarchan sonnet.
Who can write the pattern on the board?

She used to let her golden hair fly free - a

For the wind to toy and tangle and molest; - b
 Her eyes were brighter than the radiant west. - b
(Seldom they shine so now.) I used to see - a
Pity look out of those deep eyes on me. - a
(“It was false pity,” you would now protest) - b
I had love’s tinder heaped within my breast; - b
What wonder that the flame burned furiously? - a
She did not walk in any mortal way, - c
But with angelic progress; when she spoke, - d
Unearthly voices sang in unison. - e
She seemed divine among the dreary folk - d
Of earth. You say she is not so today? - c
Well, though the bow’s unbent, the wound bleeds
on. - e
Job well done!
Just a reminder, in the sestet, flexibility is
observed, wherein there can be other rhyme
patters such as cdecde, cdcdcd, cddcdd,
cddece, cddccd etc.

Do you have any question?

None, Ma’am!
That is good to hear, because we will be
having another activity regarding Laura and
the Petrarchan sonnet.
F. Developing Mastery
To further understand what a Petrarchan
sonnet is. Let us have this activity.
You are going to evaluate whether a sonnet is
Petrarchan or not by looking at the structure
of the poem.
Groups 1 and 2 will be working together to
evaluate Sonnet XVIII and groups 3 and 4
for The White Doe.
You may start your activity. You are given
three minutes in doing this task, after that,
choose, at most two representatives to
present your work.
(The students will do the activity)

Sonnet XVIII
Shall I compare thee to a summer’s day? - a
Thou art more lovely and more temperate: - b
Rough winds do shake the darling buds of May,- a
And summer’s lease hath all too short a date: - b
Sometime too hot the eye of heaven shines, - c
And often is his gold complexion dimmed, - d
And every fair from fair sometime declines, - c
By chance, or nature’s changing course
untrimmed: - d
But thy eternal summer shall not fade, - e
Nor lose possession of that fair thou ow’st. - f
Nor shall death brag thou wander’st in his shade, -
e
When in eternal lines to time thou grow’st, - f
 So long as men can breathe, or eyes can see, - g
So long lives this, and this gives life to thee. – g

Having the rhyme scheme of the Sonnet XVIII is a

clear indication that it is not a Petrarchan sonnet.
As we can observe, ababcdcdefefgg is different
from the prescribed Petrarchan sonnet.

Good job! For that, everybody please give a

good job clap to the first group. (The students will do the good job clap)
Now, let us listen to the second group.
London, 1802

Milton! thou shouldst be living at this hour: - a

England hath need of thee: she is a fen – b
Of stagnant waters: altar, sword, and pen, - b
Fireside, the heroic wealth of hall and bower, - a
Have forfeited their ancient English dower - a
Of inward happiness. We are selfish men; - b
Oh! raise us up, return to us again; - b
And give us manners, virtue, freedom, power. - a
Thy soul was like a Star, and dwelt apart; - c
Thou hadst a voice whose sound was like the sea: -
d
So didst thou travel on life's common way , - e
In cheerful godliness; and yet thy heart - c
Pure as the naked heavens, majestic, free, - d
The lowliest duties on herself did lay. – e

The rhyme scheme, abbaabbacdecde, employed in

the sonnet evidently manifests that it is a
Petrarchan sonnet. Other features also contribute to
its qualification as a Petrarchan sonnet, such as the
octave, and the sestet which changes the rhyme
pattern of the sonnet.

Very good, group 2!

For that, give yourselves a Mommy Dionisia (The students will do the Mommy Dionisia clap)
clap.

G. Finding practical applications of

concepts and skills in daily living.
Going back to the sonnet Laura, and the pain
inflicted to Petrarch’s heart, let us help him
mend his broken heart.
Yes, Ma’am
FIX ME I’M BROKEN

I have here broken pieces of a heart. Your

task is to fix it by doing the task written in
each piece. Is that clear?
You have to complete the task after the song
“That’s The Way You Are” ends.

(The teacher will play the song)

You may now start.

PAINT ME!
Based on Petrarch’s
description of Laura,
draw her image with a
dedication addressed to
Petrarch.

RAP UP!

Prepare and
perform a “rap”
intended for
courtship.

Love me, say that

you love me!
Suppose you
were
Laura, make a love
letter for SPEAK IT O
Petrarch.
Perform a
Spoken poetry
reflects the them
the poem

SPEAK IT ON!

Perform a
Spoken poetry that
reflects the theme of
You will be graded according to these the poem
criteria.

PAINT ME:
Craftsmanship – 5

LOVE ME, SAY THAT

 Creativity – 5

LOVE ME, SAY THAT YOU LOVE ME:

Message – 5
Presentation – 3
Grammar – 2

RAP UP:
Theme – 5
Presentation – 3
Voice – 2

SPEAK IT ON:
Theme – 5
Emotion – 3
Voice – 2 (The students will do the activity)

Congratulations! That is well- performed

task!

H. Making generalizations about the

lesson
LOVE IS EVERYWHERE
For our next activity, I have here hearts
bearing names of things, some derived from
the poem and some are not.

Whatever thing you picked, make a simile or

a metaphor.
Begin your sentence with a “love is a…” or
love is like a…”

First, let us have, Coleele.

Wind: Love is like the wind, it may not be seen but
definitely be felt.
Very good! Love, being abstract cannot
really be seen, but can be felt and concretized
through actions.

Next? Yes, Anjanette?

EYES: Love is our eyes, it sees all but doesn’t
mind.
That is true! Love is not really blind, its eyes
are widely open.

And for the third and last one, let us hear

from Mae.
UNISON: Love is unison, it gives beautiful
melody to the song of our lives.
Very nice! Love really gives harmony in
one’s life.
I. Evaluating Learning
CLOSE? SURE!
For now, let me remind you that every
relationship should have a closure.

As our closure activity, again, let us combine

the groups 1 & 2 and group 3 & 4.

You are going to make your own Petrarchan

sonnet about the theme with a twist!

One of the members should write a line on

the board while the other members are facing
at the back. Then the next in line will
supplement the next line until 14 lines will be
formed. The last person to write will be the
one to give a title to the sonnet.
Be careful, remember, it is a Petrarchan
sonnet, mind the features.
(The students will do the task)
The criteria for this activity will be:
Word choice - 5
Structure – 5
Message - 5
J. Additional Activities

You performed well today!

For your assignment, search for a

Shakesperean sonnet and make a Venn
diagram of Laura and a Shakesperean Sonnet
based on the features given.

That would be all for today, goodbye!

Goodbye, Ma’am!

Prepared by: Noted:

Mary Grace S. Balagot Mr. John Paul R. Cosme

Student- Teacher Cooperating Teacher

Checked by:

Ms. Leonora Q. Privado

Master Teacher II