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Teaching and Learning Sequence


At this stage, the teacher should be able to do the following:

• Make the learners aware of the desired result, that is, for him/her
to demonstrate understanding of the
special qualities of each type of poetry and the poetic devices used
which provide succinct ideas about the
richness and beauty of poetry.
• Take up the essential question, “How do types of poetry provide
succinct ideas about the richness and
beauty of poetry?” with the students. Make them answers the
question and cue them into the big ideas by
activating their prior knowledge or past experiences.
• Use non-formative assessment to check/evaluate learners’
readiness and competence on the prerequisite
skills to the tasks at hand.
• Inform the students of how they will be assessed and that their
output is an interpretative and proficient
performance in a choral reading of a poem.
• Ask the learners to share what they know about the special
qualities of each type of poetry and the poetic
devices used

. Suggested Activities:
The Hidden Gems
• Invite the students to take a closer look at the picture, drawing
,illustration or painting showing one example of Filipino culture and/or
tourist spots, and ask them the questions:
* What are you reminded of when you see this illustration?
* What message does this illustration/picture/drawing/painting put
• Ask the student to imagine that he/she is the one depicted in the
picture/drawing/illustration/painting and would answer
the question : How do I express myself?
The Flavor of Experience
• Ask the students to work in.
• Tell them to compare and find a common bond from their answers.
• Have them rank what cheered them up or make them feel excited,
and ask them this question:
Do they suggest poetry to you?
Surprise or No Surprise!
• Invite the students to listen to a song (preferably one that highlights
typical positive/negative Filipino attitudes/ habits/ • beliefs/ customs/
tradition). Process the learners’ answers.
• Ask them to answer these questions (in small groups of five ):
1. What is the song all about?
2. Which is the catchiest tune or the hookline of the song?
3. Which part is the chorus?
4. What do you like about it?
5. What do you think is the purpose of the song?
• Have them share their ideas with the rest of the class.
Soar Like an Eagle
• Invite the students to watch a video showing some snapshots/scenes
on how Filipinos hurdle and survive crisis/difficult
times/problems or on unique Filipino traits/ practices/beliefs, tradition
or customs.
• Have them relate the video to the lines of the song they listened to
earlier, and ask them to share their feelings about the
What do We Know?
• Tell the students that “poems are like snapshots, and each one
captures a feeling or a moment in time"
• Allow them to reflect on the meaning of the quotation, and ask them
to answer these questions:
* What does each snapshot make you think of?
* How does each one make you feel?
• Have them share their ideas with the rest of the class.
A Second, Third Look
• Tell the students that it is always a good idea to look at the title of
the poem they’ll explore, for the title gives a clue to the
“central metaphor” or the “controlling idea” in the poem.
• Ask them to rearrange and put the word in their correct order.
e.g. Bamboo / Pliant / Like / A
• Have them guess what the poem will present e.g. tell a story
express a strong feeling or experience
share thoughts, feelings about a subject or observation
• Ask them to share their thoughts/feelings with their classmates.

Setting the Landscape

• Remind the students to recall the elements of a poem and how they
are interconnected in contributing to the “total effect” or
“meaning” of the poem.
• Check what they know/don’t know about the elements and qualities
of the three types of poetry.
The Uncommon…
• Ask the students to group the given expressions as to what is
“common” and what “uncommon” way of expressing ideas is. • Have
them reflect on which way of expressing ideas, feelings thoughts is
more effective.
• Tell them to share their ideas with the rest of the class.

Suggested Activities
Words Come Easy …A Hunt
• Read the poem”Pliant like a Bamboo” to the students, and ask them
to jot down the words which mean the same as those
described on their cards.
• Ask them to interpret each key word through miming it (through
action) afterwards.
A Lot of…
• Explain to the students the two general points to consider in
unfolding the central images of a poem and that the fusion of its
sound and meaning is achieved through focusing on its
aspects/elements .
• Present to them the two (2) points of consideration i.e. 1. approach of
the poem that clarifies the speaker and the one being addressed
(mankind in general or a particular
person), setting, tone and mood.
2. aspects to be given special attention i.e. a. what is unusual e.
rhythm / rhyme
b. images and imagery f. story line
At this stage, the teacher should be able to do the following:
• Make the learners illustrate or crystallize their knowledge of three
types of poetry, the special qualities of each
type, the poetic devices used and the S-V agreement through the
varied activities you will provide them.
• Engage them in meaningful and challenging activities that promote
cooperative learning and that will enrich what
they have learned.
• Provide them opportunities to analyze, generate and test their
• Give comments and suggestions
c. figurative language g. meaning/theme
• Ask them to check which ones haven’t touched / explored yet, then
which need to be given attention first.
Adjusting The Focus
• Clarify to the students that tone is the speaker’s or author’s attitude
towards the subject, and in reading a poem, they have
to depend on words alone to discover the speaker’s attitude.
• Ask them to work in groups of eight (8)and read the poem assigned
to them( “Pliant like A Bamboo”,”Sad little Houses” by
Amparo Asuncion, “Soothing As The Night Winds Are” by Salvador
Espinas, “The Irrepressible Heart” by Serafin Lanot, “I
Shall Not Pass This Way Again”, “Blades Of Grass”)
• Tell them to think about the character who is speaking.
• Have them reread the poem two or three times to reveal the
speaker’s feelings and ask them to choose from the word pool
which show the speaker’s attitude or tone.
Word pool: admiring optimistic sarcastic
Bored satisfied wishful
Joking serious worried
• Allow them to share their answers with the rest of the class.
• Process the learners’ answers.
I Wonder If…
• Ask the students to recall that mood is the feeling the poem creates
in the reader, and tell them to identify what kind of
feeling the poem, “Pliant Like A Bamboo” creates / builds in them.
• Tell them to choose from the list the feeling the poem builds in them.
(amusement, anxious, calm, excitement, hatred, joy, love, negative,
peacefulness, relaxation, tension, etc.)
• Make them answer these questions:
- How does the poem affect you?
- How does the poem come alive for you?
- Which part/lines of the poem is the most important to you? Why?
Poem Jamboree
• Ask the students to form groups of six(6), and read the poems
assigned to them.
• Have two or three members of the group to take turns in reading
aloud the poem assigned to them.
(e.g.“A Sigh In The Dark” by Angela M. Gloria, “Maria Clara’s Song” by
Jose Rizal, “Man Upon The Cross” by Conrado
Pedroche, “Little by Little”, “Question”, “Ballad of A Mother’s Heart” by
Jose la Villa Tierra, “Poem” ,“The Cricket” )

e.g. 1. Who is the speaker?

2. Who is being addressed?
3. What is it trying to tell?
4. Does it present something “new”?
5. How does the poet make the experience come to life for you?
6. etc.
• Have them present / share their findings with the class.
• Guide them to a guessing (what type of poetry) game where they will
infer which is / are---
1. narrative poem/s
2. lyric poem/s
3. dramatic poem/s
• Discuss with them the qualities of each type of poetry, and have
them cite lines / parts of the poem which do the best job of
recreating experience.
• Ask them to reaffirm which poem
1. tells a story
2. is spoken by one or more characters to express intense feelings or
3. expresses thoughts, feelings, observation of human condition and
has musical quality
• Have them draw inferences (educated guesses based on
evidence/s) .about the speaker’s situation, attitudes, and
personality traits. They may use the chart like the one shown to record
their details and words that reveal information about
the speaker.
Title of the poem Speaker’s words Speaker’s attitude Speaker’s action
Inferences Type of poem
• Process the learners’ answers.
Fluffy Like A Cloud
• Discuss with the students when and how do words are used
imaginatively rather than literally in poems.
• Have them try examples of figures of speech to be analyzed.
• Ask them to point out and make sense of the comparisons made in
the examples.
• Tell them to analyze how ordinary things are described in a new way
called “figurative language”’ and discuss with them the
distinct qualities of simile, metaphor, personification and hyperbole.
• Allow them to retain their groupings (by ten) and read another poem
(from other groups) to find examples of figures of
speech used.
• Ask them to list similes, metaphors and personification from their
chosen poem. They may use the chart like the one shown:
poem simile metaphor personification hyperbole
• Tell them to share their findings with the class.
• Have them compare the connotation of the figurative language found
in each poem like:
Poem Figurative language Connotation
• Ask them which similes, metaphors, personification are most
effective, then they’ll prove their contention.
• Invite them to share their findings with the class.
• Process the learners’ answers.
Lights Up
• Ask the students to make a list of at least 3 metaphors (saying one
thing is another very different thing)
for each entry. E.g. A smile is ___________
Happiness is___________
Love is _____________
• Invite them to write at least 3 similes for each entry
e.g. I am like a _____________________________.
Jealousy is like a ________________________.
My best friend is as ____________________________________.
• Tell them to find at least 3 examples of hyperbole and 3 examples of
personification from the poems explored in class.
• Have them explain what is actually happening and what is
exaggerated fro each example of hyperbole.
• Process the learners’ answers.
The Sly Spy
• Tell the students that a symbol serve as a key to the meaning of a
poem. Explain to them that symbolism calls for higher

reality and that it deepens level of poem’s meaning.

• Ask them to reread the poems they explored in class, and list the
objects that they think are used as symbols, and ask them
to think of other symbols used in other poems.
• Have them jot the meaning that each symbol has, and discuss with
them how the meaning of the poem or the “total effect” is
connected to and is achieved effectively through symbols.
• Process the learners’ answers.
The Seed Maker Retouches
• Tell the students that each of them is a seed maker who needs to
retouch the poem assigned to them and their job is to
develop discussion seeds to the group.
• Explain to them that the seeds are their comments, ideas, feelings
which they’ll share to the group as they answer these
1. What is so interesting or surprising in the poem?
2. What feeling, idea, or experience does the poem create?
3. Which words/ lines/ stanza interest you a\or stand out the most?
4. Which line/ part/ stanza is important to you?
5. Which lines/ part make you angry/ puzzled/ excited? Why?
6. Which ideas/ lines in the poem remind you of other things you have
read or experienced in your life?
• Give comments and suggestions.
Grammar Patrol/Linkages
• Ask the students to write their common findings on the board, and
tell them to spot the presence of subject and verb
in each sentence.
• Have them spot errors in each sentence ( focus on S-V agreement).
• Discuss with them ways to make subjects agree with the verbs, and
highlight the need to focus on the correct forms of verbs.
• Explain other salient points in making verbs agree with the subjects.
• Make them abstract and elicit details to come up with the correct
concepts and rules for the grammar in focus.
• Ask them to use the correct forms of verbs to (agree with the
subjects) complete the given expressions.
• Process the learners’ answers.

Suggested Activities
A Meeting with the Speaker ”Persona”
• Invite the students to imagine that each of them meets the speaker,
and ask them to share---
- which of the speaker’s insights would they like to discuss with
- which of the experiences make them change their mind or strengthen
their resolve about something or see something
about themselves in a new light
• Instruct them to observe correct S-V agreement in expressing their
• Have them share their ideas orally in class.
• Process the learners’ answers.
What If...
• Explain to the students that life is full of twists and turns, and ask
them to think back of an important turning point in their lives
when they were able to do something good / bad to others.
• Have them imagine how things would have been different if they
didn’t do it.
• Ask them to imagine they had the power to change the world to a
better one because of their action.
• Invite them to express what they would do in complete sentences
observing correct S-V agreement.
At this stage, the teacher should be able to do the following:
• Provide learners with thought provoking questions that will make
them reflect, revisit, rethink and revise/strengthen
their earlier assumptions about the three types of poetry, the
special qualities of each type, the poetic devices and the
appropriate language structure.
• Address the learners’ uniqueness, strengths and weaknesses by
providing them with differentiated instruction as
• Engage them in meaningful and challenging activities that
promote cooperative learning and that reinforce what they
have learned.
• Engage them in metacognitive and meaningful self-evaluation.
• Provide feedback to check for understanding
Portraits of Imagination
1. Metaphor Poem
• Encourage the students to write a metaphor poem following this
Line 1 ---says that each student is something else
Line 2 ---says that the student’s friend is something else
Line 3 – says that the student’s life is something else
• Ask them to observe correct S-V agreement.
• Give comments and suggestions.
2. Japanese Lantern Poem
• Invite the students to create pictures and feelings with words in a
Japanese lantern poem they will write following this
Line 1 ---has one syllable
Line 2 – has two syllables
Line 3 –has three syllables
Line 4 –has four syllables
Line 5 –has one syllable (just like Line 1)
• Give comments and suggestions.
3. Parts of Speech Poem --Noun Poem
• Invite them to use their rich imagination and write a parts of speech
--noun poem, and to follow this structure:
Line 1 ---consists of an article and a noun
Line 2 --consist of two (2) adjectives joined by a conjunction
Line 3 ---has two (2) verbs joined by a conjunction
Line 4 –-has an adverb
Line 5 ---has a noun that relates to the first noun.
• Give comments and suggestions.
4. Sense Poem
• Inspire students to think of a strong emotion they experience (sad,
happy, angry, excited, horrified,etc.) , and write a poem
using that emotion as the seed.
• Ask them to follow this pattern:
Line 1 ---name their emotion and give it a color e.g. Embarrassment is
Line 2 ---tell how it smells
Line 3---tell how it tastes
Line 4 ---tell how it sounds
Line 5 ---tell how it feels
• Have them use simile/s, metaphor/s, and observe correct S-V
• Give comments and suggestions.
Poetry Posters
• Invite students to work in groups of five (5), then combine artworks
and poetry in colorful and inviting posters to be hung in
school hallways / corridors or bulletin boards.
• Give comments and suggestions
Upbeat Happiness
• Invite the students to prepare a specific upbeat activity which can
- dramatic skit
- dance number (all of which must emphasize a positive message from
the poems explored in class
and must bring happiness)
- storytelling
- song number
• Give comments and suggestions.
Let it Sing
• Invite the students to choose a song(pop, rap, inspirational, rock,
religious, ethnic, classical, country, etc.), and match it to a
poem they like.
• Ask them to try writing new words to go with the music, and use
metaphor, simile, personification, hyperbole or symbolism .
• Remind them to observe correct S-V agreement.
• Invite them to sing their song to class, and to use musical
accompaniment of their choice.
• Give comments and suggestions.
• Invite the students to imagine each one is a plant , an animal, or an
object, and deliver a monologue in which each speaks
about oneself, telling what his/her life is like.
• Tell them to use imagery, figures of speech and S-V agreement.
• Give comments and suggestions.
Tripartite Performance
• Select (at random) a group of three students who will work as a trio
on the lines selected from the poem.
• Have one student read the lines aloud, the second will translate the
lines, and the third will figure out the meaning of the
lines. Remind them to observe correct S-V agreement in their
Video Reel
• Invite them to watch a video , and listen to a choral reading of a
• Ask them to observe keenly and find what is interesting, important in
the performance they viewed and listened to.
• Explain to them the basic facts/ salient points of presenting choral
reading, considering its functions and elements.
Listening for Poetic Sounds
• Ask students to work in pairs, and take turns in reading a poem
• Tell them to listen for musical sounds created by words, and to
consider the mood/ feeling created by the sounds.
• Invite them to consider and remember to use the same style of
producing the sounds for their actual choral reading
• Give comments and suggestions.
Stretch, Play and Exaggerate
• Have students work in groups of seven (7), and ask them to read the
poem aloud while one member of the group poses as a
conductor who will raise his/her arms up (for loud tone), arms down
(for soft), arms left (for slow), and arms right(for fast
• Tell them to sing the part of the poem to a well –known melody
where they fit the words to music.
• Allow them to compete who will read the poem the fastest.
• Invite them to translate the poem to L1(mother tongue)
• Give comments and suggestions.
At this stage, the teacher should be able to do the following: • Have
the learners make independent application of their understanding
on how the special qualities of each type
of poetry and the poetic devices used contribute to the richness and
beauty of poetry.
• Make learners interpretatively and proficiently perform in a choral
reading of a poem.
• Have them see the connection between tasks and the world.
• Provide feedback to check for understanding.
Dramatic Reading
• Invite the students to read aloud the poem assigned to them, and
decide which parts need to be emphasized through the use
of gestures, change of tone, volume of voice, adjusting tempo, pitch,
pace, and intonation
• Ask them to use facial expressions that match and go with the tone
and feeling express in the poem.
• Encourage them to use props and costumes that go with the
situation describe in the poem.
• Give comments and suggestions.
Tricky Helps
• Divide the class into three big groups, and ask them to brainstorm on
ways that they can use /apply to present a creative, and effective
choral reading of a poem.
• Have them share their ideas with the class, and later on check them
against the tips in preparing and presenting a choral
reading as follow:
1. Read and understand the poem.(every word /line/stanza)
2. Read it aloud several times, and be sure to pronounce each word
3. Decide which parts are most important, and emphasize those parts
by reading them more slowly or with unusual stress.
4. Mark the important parts e.g. write “slowly” next to the section/lines
or write “enthusiastically” next to an exciting section.
5. Practice reading the poem aloud concentrating this time on ----
o Speaking clearly and distinctly
o Paying attention to timing, pauses, pacing and intonation
6. Ask another group to listen to your reading, and ask them these
o Which words/ parts are not pronounce clearly or distinctly?
o Which section/lines were read too quickly?
o What additional sections/ lines can be read slowly, loudly, softly,
enthusiastically or quietly?
7. Make notes about which words/ lines to emphasize and when to
change the reading pace.
8. Use appropriate voice, gestures or facial expressions to help create
a sense of meaning to the poem.
9. Set the poem to music by choosing a musical piece that might go
well with the meaning of the poem.
10. Listen to the melody of your chosen song, and match it to your
11. Record your readings to spot problem line/s , and fix these problem
spots later with the group.
12. Prepare masks, props, costumes to go with the poem.
• Allow them to rehearse, and fix problem spots.
• Tell them to present their choral reading, and have it in the form of a
• Process the presentation, and allow them to give feedbacks. • Have
them evaluate and assess their presentation by using the rubric.
1. “Pliant like A Bamboo
2. “Sad Little Houses” by Amparo Asuncion
3. “Soothing as the Night Winds Are” by Salvador espinos
4. “The Irresponsible Heart” by Serafin lanot
5. “I shall not Pass This Way Again”
6. “A Sigh In the Park” by Angela Manalang Gloria
7. “Maria Clara”s Song by Jose Rizal
8. “Man upon the Cross” by Conrado V. Redoche
9. ‘Little by Little”
11.“Ballad of A Mother’s Heart” by Jose La Villa Tierra
12.“The Cricket”
Materials/Technologies Needed:
1. Informational Aids: graphic aids
2. Multimedia/Technological Aids: computer, LCD, DVD, Cd
3. Art Materials
4. Assessment/Evaluation Aid: rubrics