I.

Objectives:

At the end of the lesson the students will be able to: A. Define a narrative poem and identify its elements; B. Appreciate narrative poem in context and rank important values; C. Use the narrative elements to evaluate the poem

II.

A. Learning Content: Richard Cory by Edwin Arlington Robinson B. Learning Resources: 1. Reference Ibao, Mario Marlon J. (2002). Linking the World Through English IV. Diwa Scholastic Press Inc. Manila. 2. Materials Optical Illusions Picture of Edwin Arlington Robinson Marker Textbook Cartolinas

III.

Learning Strategies A. Daily Routine 1. Checking of Attendance 2. Checking of Uniform 3. Checking of Room Condition
B. Unlocking of Difficulties Circle the letter which corresponds to your answer that is closest in meaning to the underlined phrase as it is used in the sentence.

1. We people in the pavement looked at him. a. people who are sitting in the street b. people who are riding on horses c. people who are poor. 2. And he was always human when he talked. a. he was kind and courteous b. He had a sense of humor c. he was charitable 3. And admirably schooled in every grace. a. Studied ballet dancing b. had a good upbringing c. taught in school 4. And went without the meat, and cursed the bread a. They left without buying meat and bread b. they stole meat and bread c. they were too poor to buy meat and had to eat stale bread.

C. Motivation (Pre-reading) The teacher will show optical illusions to the students and will ask the following questions: What figure can you see in the picture? Can you see another image? D. Presentation Often, a story has more impact when you are made to imagine its missing details. We will read a poem about Richard Cory and why did he kill himself. Edwin Arlington Robinson is Americas poet. He portrays men and women suffering from lifes ordeals yet striving to understand and master their fates. Robinsons tragic vision had its roots in a youth spent in the small town of Gardiner, Maine. So sensitive he claimed he came into the world with his skin inside out, he once told a fellow poet that at six he had sat in a rocking chair and wondered why hed been born. E. Lesson Proper The teacher will read the poem first the poem and then the teacher will ask the students to read the poem on their own. While the students are reading the poem, they will take note of the following questions: 1. What does Richard Cory looks like? 2. How does he behave? 3. What kind of person is he? Richard Cory by Edwin Arlington Robinson.
Whenever Richard Cory went down town, We people on the pavement looked at him: He was a gentleman from sole to crown, Clean-favoured and imperially slim. And he was always quietly arrayed, And he was always human when he talked; But still he fluttered pulses when he said, "Good Morning!" and he glittered when he walked. And he was rich, yes, richer than a king, And admirably schooled in every grace: In fine -- we thought that he was everything To make us wish that we were in his place.

So on we worked and waited for the light, And went without the meat and cursed the bread, And Richard Cory, one calm summer night, Went home and put a bullet in his head.

Post-Reading The students will answer the following question: 1. Who is speaking in the poem? 2. Describe Richard Cory as seen by the narrator. Cite the lines in the poem. 3. What happened to Richard Cory in the end? The teacher will discuss the following: Richard Cory is an example of a narrative poem. A narrative poem tells a story much of the oral tradition of many cultures. Like other forms of literature that use narration as a literary device, the best way to analyze this poem is through the various narrative elements, namely, setting, point of view, plot, conflict, character, symbolism, theme, and language and style. Setting Character The place and time in which the story happens The people in the story who create a dominant impression on the readers

Point of View The way in which the story is narrated. It is the method or the vantage point that the author uses to tell the story. Plot Conflict The sequence of events that may or may not involve a conflict. The struggle between opposing forces in the story. Two types: external--- a character struggles with some outside person or force; internal--- a struggle takes place within the mind of the character. The general idea that ties the whole work together. This is usually about a truth in life. This refers to the way in which a work of literature is written. Language can be figurative or based in common speech of cultivated men. Style refers to the authors word choice and sentence construction. People, objects, places, and events in the story that signify meanings beyond themselves.

Theme

Language and Style

Symbolism

F. Wrap-up The teacher will ask the students to analyze the poem Richard Cory using the eight elements of the narrative poem. Then, discuss their answers in front of the class. The teacher will present choices for the students.

G. Valuing Richard Cory possesses a lot of values as he was being described in the poem. Just like him, Adamsonians also observe core values. Arrange these values according to the most important and to the least important.
Search for Excellence Spirit of St. Vincent de Paul Solidarity Social Responsibility Sustained Integral Development

H. Evaluation The teacher will ask questions and the students will determine what narrative elements is being asked. 1. 2. 3. 4. 5. 6. 7. 8. 9. Who are the people in the story? Where and when did the story happen? Who is telling the story? How do the events build up from beginning to end? How do the people change in the story? How is the problem resolved? What is the general idea of the story? What figures of speech are used? What meanings can you attach to certain people, places, objects, and events as determined by the context of the whole story or poem? 10. Why do you think the author wrote this work?

Edwin Arlington Robinson is Americas poet. He portrays men and women suffering from lifes ordeals yet striving to understand and master their fates. Robinsons tragic vision had its roots in a youth spent in the small town of Gardiner, Maine. So sensitive he claimed he came into the world with his skin inside out, he once told a fellow poet that at six he had sat in a rocking chair and wondered why hed been born.

Richard Cory By Edwin Arlington Robinson Whenever Richard Cory went down town, We people on the pavement looked at him: He was a gentleman from sole to crown, Clean-favoured and imperially slim. And he was always quietly arrayed, And he was always human when he talked; But still he fluttered pulses when he said, "Good Morning!" and he glittered when he walked. And he was rich, yes, richer than a king, And admirably schooled in every grace: In fine -- we thought that he was everything To make us wish that we were in his place. So on we worked and waited for the light, And went without the meat and cursed the bread, And Richard Cory, one calm summer night, Went home and put a bullet in his head.

Good morning class. Please stand up and let us pray. (Call one student to lead the prayer) Good morning class and visitors! (Student response) Class please sit down. Is there any absent today? (student response) Okay, lets proceed to our daily vocabulary activity. (post visual aids for unlocking of difficulties) Okay, before we proceed to our lesson, I have here optical illusions. (show optical illusions one by one) What figure can you see in the picture? Can you see another image? (call three students for each optical illusion) Often, a story has more impact when you are made to imagine its missing details. We will read a poem about Richard Cory and why did he kill himself. Edwin Arlington Robinson is Americas poet. He portrays men and women suffering from lifes ordeals yet striving to understand and master their fates. Robinsons tragic vision had its roots in a youth spent in the small town of Gardiner, Maine. So sensitive he claimed he came into the world with his skin inside out, he once told a fellow poet that at six he had sat in a rocking chair and wondered why hed been born. I will read it first and then you will read it silently on your own. While reading the poem, I want you to take note of the following questions: 1. What does Richard Cory looks like? 2. How does he behave? 3. What kind of person is he? (Distribute the copy of the poem) (read the poem loudly)

(Post reading questions) 1. Who is speaking in the poem? 2. Describe Richard Cory as seen by the narrator. Cite the lines in the poem. 3. What happened to Richard Cory in the end? Richard Cory is an example of a narrative poem. A narrative poem tells a story much of the oral tradition of many cultures. Like other forms of literature that use narration as a literary device, the best way to analyze this poem is through the various narrative elements, namely, setting, point of view, plot, conflict, character, symbolism, theme, and language and style. (post visual aids for lesson proper) (discuss) (wrap-up) 1. 2. 3. 4. Setting downtown Characters -- town folks, and the author Point of View first person/author Plot All of the poor people envy him and assume that, because he is rich, his life must be
perfect.

5. ConflictRichard Cory is having struggle inside his mind but n one knows about it. 6. Themewe dont judge the book by its cover 7. Language and Style There are four stanzas, each consisting of four lines (a quatrain), with each line containing 10 syllables. 8. Symbolismbread and meat Ok lets proceed to another activity which we will connect ourselves to the main character of the poem. (valuing visual aids) Arrange these values according to the most important and to the least important. (evaluation) Now, I want you to get piece of paper and we will have a quiz. (ask evaluation questions) Ok, let us check your answers. (post answer key visual aids)