Lesson Plan in English

Grade 8 Literature
Instructional Outcomes:
1. Recall poetic languages, identify/understand the vocabulary words used in the poem and
be familiar with the life of the author
2. Identify, analyze, and respond to poetic languages like imagery, figurative language, and
symbolism.
3. Infer the authors purpose in writing the poem.
4. Reflect and share how they want to be remembered by others.
Subject-Matter
Subject: Literature - Poetry
Topic: Exegi Monumentum by Alexander Pushkin
Reference: English of New Generation pp. 150 152
Literacy Support Strategies and Instruction
Before reading/learning: Word memory and Review of Poetic Languages and
Vocabulary(individual activity)
Materials: Chalk/markers and board/chart, power point presentation
During reading/learning: Exegi Monumentum (individual preparation and modeling)
Materials: Teacher-made instructional materials, copy of the poem Exegi Monumentum
by Alexander Pushkin written in a cartolina, or a text copy of the poem on a power point
presentation
After reading/learning: Save the Last Word for Me ( individual and small group practice)
Materials: Cartolina, coloring materials, markers and paper & pen for each group
Daily Routine
1. Prayer
2. Checking of Attendance
3. Checking of the physical condition of the room
Before reading/learning (15 - 20 minutes)
Skills and Literacy outcome: Students will recall poetic languages, identify/understand the
vocabulary words used in the poem and be familiar with the life of the author.
Teacher facilitation:
1. At the beginning of the session, group the students into three groups. Present the activity,
Word Memory and explain the mechanics of the game.
2. Prepare six word lists which contain 10 words. These words are also the words that can
be found in the poem. In a slip of paper, write the numbers 1-6 which correspond to each
word list. Each group will select a representative and let him/her choose a number which
corresponds to a certain category.
3. For ten seconds, the group representative will read and memorize the words in the
chosen category. He/she then recites the words remembering as many words as he/she
can. The team gets a point for every correct word given.
4. Present and define the vocabulary words that will be encountered by the students in
reading the poem.

During reading/learning (25 - 30 minutes)

Literacy outcome: Students will identify, analyze, and respond to poetic languages like imagery,
figurative language, and symbolism.
Teacher facilitation:
1. Tell students they will be reading and then discussing the poem. The students will be
identifying the lines that create a particularly strong image or response. Present the first
stanza.
I'll build a monument not made by human hands.
The path to it cannot be overgrown by weeds
With unbending head far higher it stands
Than Alexander's columned stone.
2. Read the first four lines of the first stanza aloud to the class. Model how you would
identify the imagery as you interpreted the four lines both literally and figuratively.
3. Ask the following questions:
What does the poet want to build?
Is it possible to build a monument without hands?
Could you please describe the monument that he wants to build.
To whom did he compare his monument?
Do you think he literally wants to build a monument?
What is the symbolism of the monument in the first stanza?
4. Present the second stanza and let the students read it.
No, I shall not all die. With my song,
safe from the worm, my spirit will survive,
And I shall be renowned on this earth
as long as there is one last bard alive.
5. Ask the following questions:
What did the poet tell the readers?
How can he be immortal?
What does the song symbolizes?
What is the connection of the second stanza to the first one?
6. Present the third stanza.
And to the people long shall I be dear
For how my kindling song bid gentle feelings grow.
invoking freedom in an age of fear,
and mercy for the broken soul.
7. Ask the following questions:
In the first line, what does the poet feel about the people around him?
Why do you think feels that way? Why will the people cherish or treasure him?
What do the third and fourth lines depict or illustrate?
8. Present the fourth stanza.
Obey thy God, and never mind, O Muse,
the laurels or the stings: make it thy rule
to be unstirred by praise, or by abuse.
9. Ask the following questions:
What are the pieces of advice of the poet to the readers?
What does the laurels and stings symbolizes?
What happens to a person if he is recognized? What happens if he is criticized by
others?

After reading/learning (15 - 20 minutes)

Skills and Literacy outcome: Students will infer the authors purpose in writing the poem. They
will reflect and share how they want to be remembered by others.
Teacher facilitation:
1. After the poem analysis, generalize the discussion by asking the following questions:
Did Alexander Pushkin succeed in his dream of building his own monument?
What does the author/poet want to impart to the readers? What is his purpose in
writing the poem? What does he want us to know?
2. Divide the class into four groups. Inform the students about activity entitled, My
Monument
3. Each group will be given a cartolina, markers, pen and callouts.
4. Each group will draw their own monument. Using the callouts, the students will write the
things that they want others (family, friends, teachers, classmates) to remember about
them.
5. The students are given ten minutes to finish the activity.
6. After ten minutes, each group will post and present their output in front.