Republic of the Philippines NORTH EASTERN MINDANAO STATE UNIVERSITY Cantilan Campus Cantilan, Surigao del Sur Telefax No. 086-212-5132 Website: www.sdssu.edu.ph Subject: English-9 Date Submitted: August 25, 2022 Section and Time: Grade-9 Darwin/10:45am-11:45am Actual Teaching: September 2 ,2022 A. Content Standard -The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people; also how to use processing information strategies, different forms of adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation. B. Performance Standard -The learner proficiently plays an active part in a Chamber Theatre presentation through employing effective verbal and non- verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Style and Body Movements or Gestures. C. Learning Competency -Determine tone, mood, technique, and purpose of the author.(EN9LT-IIg-2.2.3) I. OBJECTIVES In this lesson, the students should be able to: II. • Knowledge : Determine the tone, mood, technique, and purpose of the author; • Skill : Classify the literary pieces or texts according to the purpose of the author; and • Attitude : Write texts which reveals tone, mood, technique, and purpose of the author. CONTENT Content : Tone, Mood, Technique, and Purpose of the Author. About the Lesson : The lesson highlights the tone, mood, technique, and purpose of the author Prerequisite : Knowledge of poetry and the ability to employ poetic styles Values Integration : Obedience, Cooperation, Collaboration. III. A. LEARNING RESOURCES References 1. Teacher’s Guide: ADM for English 9 2. K to 12 Curriculum Guide English Grade 9 3. Learner’s Materials for Grade 9 English 4. Additional Materials from Learning Resource (LR) Portal: None 5. A Journey through Anglo-American Literature Learner`s Material 6. Online Resources B. Other Learning Resources • Projector • Visual Aids • Laptop • Manila Paper Student-Teacher: Baby Girl R. Calmares 1 IV. LEARNING PROCEDURES Student-Teacher: Baby Girl R. Calmares 2 Teacher’s Activity Student’s Activity A. Preliminary Activities a. Organization b. Prayer Before we begin the lesson this morning, let us first seek the guidance of our almighty God and enlighten our minds so that we can fully comprehend the lesson this morning. Everyone, please stand for the prayer . (Student 1 leads the prayer) Before you take your seats, kindly arrange your chairs. Pick up some pieces of paper and throw them (Comply) in the trash bin. You may now take your seat! (Take their seats) c. Greetings “Good morning, ma’am!” Good morning, class! How's your day? “We are doing great, ma’am.” Today is a new day. Let us make the most of it by learning, sharing, laughing, and being positive! That's why I'd like to start this day with a quote saying: "Education is the most powerful weapon which you can use to change the world." By the way, I am Ms. Baby Girl R. Calmares, an aspiring graduate of the Bachelor of Secondary Education major in English from North Eastern Mindanao State University, Cantilan campus and I will be your teacher for today’s class. Now, are you ready for our discussion this “Yes, ma’am.” morning? That’s good to hear! d. Checking of attendance May I know who is absent today? “None, ma’am.” Wow! Very good. So, I guess I can expect a full blast of energy and active participation from you, “Yes, ma’am.” right? e. Collecting of assignments Student-Teacher: Baby Girl R. Calmares 3 By the way, do you have any assignments? "None, ma'am." f. Recalling Classroom rules Now let us set our class rules. I have here five (5) simple class rules called the “RPLPE” rules. 1. Respect yourself, the teachers and others; 2. Put your best effort at all times; 3. Listen attentively; 4. Participate; and 5. Enjoy. B. Recalling Previous Lesson (Individual) Alright class at this moment, let’s perform the activity entitled “HOW LONG IS OUR LOVE FOR NEMSU?” Instruction: To decode the answer, read and comprehend the following definition, choose among the choices in the option box below, and write only the letter that corresponds to the correct answer in the spaces above each number. 1. It creates contrast between things. 2. It compares two similar things without the use of like Irony Metaphor or as. 3. It appeals to the reader’s senses. 4. It is an indirect or polite way of describing Imagery Euphemism something. 5. It is an exaggerated statement. 6. Substitution of a less offensive or agreeable Hyperbole Euphemism expression. 7. Imagery Stimulates the reader's senses. V- Hyperbole E- Euphemism O- Metaphor F- Irony R- Imagery ___ ____ ____ ____ ___ ____ ___ 4 6 2 7 1 3 5 (FOREVER) Follow-up review questions: 1. What was the main focus of our activity? Student-Teacher: Baby Girl R. Calmares “Ma’am, it’s all about Literary Devices.” 4 2. What is the purpose of learning literary devices? Possible answer: Learning literary devices helps us comprehend texts, and it also improves our writing. For example, if you were to read a novel without knowing any literary devices, chances are you wouldn't be able to detect many of the Wow, very good! It is good to know that you learned so layers of meaning interwoven into the story. much from our previous lesson. This morning we will be having another exciting topic all about the tone, mood, technique, and purpose of the author. Behind every written text is an author. The author holds the responsibility for what he or she has created. But what inspire him or her in producing such an output? It is important for readers to realize and take a look at the tone, mood, technique and purpose of the author in writing a text or literary piece. Take note that the tone, mood, technique and purpose of the author reveals so much about a text. A text can be misinterpreted and things can go out of hand if a reader don’t know the basics of these. As we begin let’s play the anagram challenge! C. Motivation (Presentation of the new lesson) Alright! Before we proceed to our new topic, let’s have a short game called “Let’s play the ANAGRAM” Instruction: Look at the given pictures below and rearrange the scrambled letters to make a meaningful word based on the feeling or emotion that is being portrayed. 1. SDA 2. RWIDOER 3. YNRGA 4. OCIUURS 5. AYPHP SAD WORRIED ANGRY CURIOUS HAPPY Wow, everyone was so energetic! Let’s clap our hands for ourselves! Student-Teacher: Baby Girl R. Calmares 5 Those meaningful words you made will serve as key points of our lesson for today. "Yes, I am familiar, ma'am." Now Andrie, can you tell me if you've heard or if you are familiar with the term "Poetry"? “Yes, ma’am” So, as a student, I'm assuming you've read poetry before, right? Okay! So, when you are reading, do you know how to “No, ma’am” identify the mood, tone, technique, and purpose of the author of that poem that you have read? “Yes, ma’am” How about you, Matt? I guess you are also familiar with the word "poetry," right? Can you identify the mood, tone, technique, and purpose “Absolutely no ma’am” of the author of that poem that you have read? Alright! Today we will be learning about the tone, mood, technique, and purpose of the author. But before we proceed to our discussion, let me introduce to you first our learning objectives. In this lesson, the students should be able to: 1. Define tone, mood, technique, and purpose of the author. Can you read our first objective, Aniano? 2. How about our second objective, Loria? And our third objective, Angus? Identify the tone, mood, purpose of the author and technique of the literary piece. 3. Share insights on the importance of the lesson in real- life setting. Thank you, class. Now that you know what we are going to achieve in this lesson, let’s have an activity that will give you a deeper idea of what this lesson is all about. “Yes, ma'am!” Are you all in? D. ACTIVITY Activity: Let’s Exercise! Instruction: Silently read and comprehend the story; afterwards, I will choose 1 representative to read it aloud in front of the class. Picture This It was a dark and stormy night. I sat alone in the old, dilapidated house staring out the window. The sky was black, the wind was loud, and the rain slammed against the broken windowpane. I shut my eyes, remembering my earlier visit, and I felt so embarrassed and angry. When I opened them, the lightning bolt flashed and lit up the room once more. I had to get out of the house; I had to hide. No one could know my horrible mistake. I Student-Teacher: Baby Girl R. Calmares 6 opened the door, took a deep breath, and ran into the cold and rain. E. ANALYSIS The teacher will process students’ understanding by asking the following questions: “Afraid, Sad, Lonely, Hopeless, Confused.” 1. What feelings did you have while listening to the previous story? 2. What made you feel this way? “It’s all because of the words used by the author.” “Dark and stormy night. Alone in the old 3. What words did you hear that helped create this feeling? dilapidated house. The sky was black. The wind was loud.” Exactly! And did you know that by answering these questions, you are on your way to defining the mood and tone of a story or of a poem? Always remember class that the mood and tone are both important because they help create the meaning of a story. F. ABSTRACTION Varied literary pieces exist in the world, having different genre, tone, type, etc. But they all have one thing in common, that is purpose. Writers write for many different reasons. And those reasons are what we call the “author’s purpose” that coincides with the tone mood and technique as well. AUTHOR ⚫ It is broadly defined as “the person who originated or gave existence to anything” and whose authorship determines responsibility for what was created. Question: What do you think is considered an author? Or why should he or she be considered as an author? Possible Answer; An author is someone whose written work has been published. It's very well said! In addition to that, people who write are considered authors when they originate the ideas and content of their own. TONE ⚫ Is the attitude of the author towards a given topic. ⚫ The tone is expressed through the words of the author. Student-Teacher: Baby Girl R. Calmares 7 As a reader, you may look at the choice of words and utilization of words of the author to identify the tone. The tone of the author can either be objective or subjective. ✓ Objective - unbiased and neutral. ✓ Subjective - conveys emotion, feelings and thought. According to Elin (2010), as a reader, you must read between the lines to feel the attitude of the author and identify the tone. Example: This house is shabby, but since we grow up here, it has a special place in my heart. Question: What do you think is the tone of the given example? Well, as you can observe The tone is sentimental because of the phrase “ it has a special place in my heart” which expresses warmhearted emotions. MOOD ⚫ Refers to the emotions that arise in a reader or the atmosphere of the text. ⚫ The mood is developed through the setting, tone and diction. Mood is different from the tone in a way that, mood is the emotion that the author wanted the readers to feel while reading the text. Some positive moods are: ⚫ Cheerful ⚫ Calm ⚫ Dreamy ⚫ Excited ⚫ Happy While being angry, depressed, gloomy, envious and frustrated are negative moods Example: The author writes a horror story utilizing serious and sinister tone. Question: Based on the statement, how can tone help the Possible answer: The tone can help an author to author generate the horror mood style of the story? create a scary atmosphere and a nervous and Very good! frightened mood for the readers. TECHNIQUE ⚫ Is the author’s syntax, word choice and tone. ⚫ Techniques varies from one author or another. Student-Teacher: Baby Girl R. Calmares 8 There are four basic literary styles used in writing: expository or argumentative, descriptive, persuasive, and narrative. ✓ Expository or argumentative - the focus is to tell the readers about a specific subject or topic but the author leaves out his own opinions about the topic. ✓ Descriptive - the focus is to describe an event, a character, or a place in detail. The author usually incorporates sensory details in the text. ✓ Persuasive - the author gives reasons and justifications to make the readers believe his point of view. The aim of this text is to persuade or convince the readers. ✓ Narrative - the author narrates a story like in novels, short stories, biographies and poetries. PURPOSE ⚫ The reason why the author writes the text. The main purpose of writing a text are to inform, to entertain, and to persuade. ✓ To inform - the author gives out information through the text by providing facts and explanation to the readers. Examples of texts that are written to inform: ⚫ Expository Essays or Articles ⚫ Instructions or Directions ⚫ Encyclopedias or Other Reference Text ✓ To entertain - the author gives delight or amusement to the readers through writing the text. Examples of texts that are written to entertain: ⚫ Stories ⚫ Poems ⚫ Dramas ⚫ Songs ✓ To persuade - the author convinces the readers to agree to his/her point of view. Also, the author may give facts to prove a point. Examples of texts that are written to persuade; ⚫ Advertisements ⚫ Campaign Speeches ⚫ Persuasive letters or Notes Student-Teacher: Baby Girl R. Calmares 9 Example: people who are not wearing face masks should be arrested by the authorities. (The purpose is to persuade.) G. Application Great job everyone! So are there any questions? Alright! Now class do you them? Alright! Do you want to see them? Great news! It’s your time to meet them in person! The NEMSU will be giving a free concert ticket of BTS for whoever join and win the game challenge entitled “What is my purpose?” Instruction: Classify the following examples of text according to their purpose. Write your answer in your notebook. Advertisements Poems Encyclopedia Short stories Songs To inform Dramas Expository essay Campaign speeches Directions/instructions Dictionary To persuade To entertain H. Making Generalization Okay if there’s none, kindly get your journal notebook. Reflect on what you have learned after taking up this lesson by completing the chart below in 2-3 sentences. I will give you 3 minutes to reflect. I. Evaluation Student-Teacher: Baby Girl R. Calmares 10 I. Write TRUE if the statement is correct based on what you have learned from the lesson “ Tone, mood, Technique, and Purpose of the author” and FALSE if it does not. Write your answers in a one (1) whole sheet of paper. _____1. Author is broadly defined as “the person who originated or gave existence to anything”. _____2. Tone is what the reader feels while reading a scene or story. _____3. Mood is attitude of the narrator or viewpoint character toward story events and other characters. _____4. Tone is achieved through word choice (diction), sentence construction and word order (syntax), and by what the viewpoint character focuses on. _____5. Mood is not the reader’s emotion, but the atmosphere (the vibe) of a scene or story. It’s what the reader reads or feels or notices. II. Enumeration 6-9. What are the four (4) writing styles? 10-12. What are the three author’s purposes? 13-15. Give three (3) examples of a mood. III. Read the poem The Rime of the Ancient Mariner by Samuel Taylor. Identify the Mood, Tone, and Purpose of the poem. Justify your answer by explaining how you arrived to that answer. (The technique is answered for your.) J. Assignment Write a 5-10 sentence persuasive essay about the importance of public health protocols in the time of Covid-19. V. REFLECTION Student-Teacher: Baby Girl R. Calmares 11 a. b. c. d. e. f. No. of learners who earned 80% in the evaluation: ____________________________No. of learners who required additional activities for remediation:______________________ Did the remedial lessons work?________________________________________________ Number of students who continue to require remediation:________________________ Which of my teaching strategies work well? Why did it work?________________________ What difficulties did I encounter which my supervisor can help me solve?_______________________________________________________________________________________ ______________________________________________________________ g. What innovation or localized materials did I use/discover which I wish to share with other teachers/_________________________________________________________________________ __________ _______________________________________________________________ Prepared by: BABY GIRL R. CALMARES Student- Teacher Student-Teacher: Baby Girl R. Calmares 12
