School BATANGAS STATE Year Level Third
UNIVERSITY -
ROSARIO CAMPUS
DAILY Field Study KRISTINE ANGEL D. Learning Survey of English and
LESSON Student TARUC Area American Literature
Teaching Semester FIRST
Date
I. OBJECTIVES
A. CONTENT STANDARD The learner demonstrates understanding of how
American literature serves as sources of wisdom in
expressing and resolving conflicts among individuals
and society; also the learner identifies the message,
moral values, themes, meaning of each stanza and the
metaphor used in the poem “A Poison Tree” by
William Blake.
B. Performance Standard The learner is tasked to thoroughly explain the
connection between the tree and anger based on the
discussion.
C. Learning 1. Identify the author's purpose.
Competencies/Objectives 2. Converse and exchange points of view about
feelings, ideas and experiences related to the
poem.
3. Interpret the poem by analyzing the meaning of
each stanza as well as the message, moral
values, themes, and the metaphor used in the
poem.
II. CONTENT A POISON TREE by William Blake
III. LEARNING RESOURCES
A. References
1. Teacher’s Source https://www.poetryfoundation.org/poems/45952/a-pois
on-tree
2. Additional Resources https://m.youtube.com/watch?v=9FHuBoRSZto
3. Other Learning Resources Laptop, Led TV, Speaker, Teacher-made Instructional
material
IV. PROCEDURES
A. Prayer The teacher will ask a student to lead the prayer.
B. Checking of Attendance The teacher will check the attendance by calling each
student's name one by one then the students will
respond by saying present.
C. Reviewing previous lesson The teacher would ask the students to recall the
previous discussion.
● Question to be asked : “Can you give the
highlights or important points on the previous
discussion?” The students will respond.
D. Establishing a purpose for ● The teacher will ask the students to look under
the lesson their table and look for a small piece of paper if
there is one.
● The teacher will instruct the students that there
are two words that need to be formed using the
piece of paper they got which contains a letter.
● The students who got papers will go to the front
and form the word that relates to the topic to be
discussed. Once the two words are formed, the
teacher will leave the students with a question
of what is the connection between the two
words that will be answered after the
discussion.
E. Discussion The teacher will discuss the learning objectives.
After that, the teacher will present first a video
presentation of the poem . After presenting the video,
the students will be asked about their opinion on the
poem.
Then the teacher will proceed with the discussion using
powerpoint presentation and the instructional material
involving the participation of the students.
F. Making generalization and The teacher will go back to the question left earlier and
abstraction about the lesson then justify and clarify the answer.
The students will answer the additional questions about
the lesson.
G. Additional Homework for students
activities/assignments for Directions : Identify the metaphor used in the poem
application and then make sentences on your own with each
metaphor you identified.
Presentation next meeting
Directions : The class will be divided into 5 groups .
Since the ending of the poem is kind of tragic, make it
into a happy ending story and it will be executed
through a role play.
The performance of each group will be graded based on
the following criteria :
Content - 40%
Creativity - 20%
Artistry - 20%
Presentation - 20%
100%
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the lesson
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
gave caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or 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:
KRISTINE ANGEL D. TARUC
Field Study Student
Noted by:
CHARIZZA ROSE S. ROBLES
Cooperating Teacher
