Lesson Plan in English II

Poetry (Topic 2)

Lesson Plan in English II Poetry (Topic 2) Poetic Devices in Afro-Asian Poetry

Essential Question: How are meaningful perceptions being shaped in Afro-Asian poem? Essential Understanding: Imagery, sounds, figurative language, symbolism and other poetic devices add up in shaping the meaning of Afro-Asian poetry as much as they connect ideas to familiar, ordinary but significant experiences. Performance Task: The learners perform an oral presentation of an Afro-Asian poem.
Quarter 3: poetry Topic 2: Timeframe:

Poetic Devices in 15 days Afro-Asian Poetry. Date: UbD Learning Plan

Stage 1: RESULTS/OUTCOMES Content Standard: Performance Standard: The learners demonstrate Understanding of:
1. How imagery, figurative language, sound devices, symbolism and other poetic devices shape the meaning of Afro-Asian poetry. Essential Understanding:

The learners integrate their understanding of:

1. The learner produces an oral presentation of an Afro-Asian poem

Essential Question:

Imagery, sounds, figurative language, symbolism and other poetic devices add up in shaping the meaning of AfroAsian poetry as much as they connect ideas to familiar, ordinary but significant experiences.
Learners will know: The basic poetic devices used in African poetry The basic poetic devices used in Asian poetry Participles and participial phrases in expressing appreciation of the poems explored and in describing ideas, thoughts, feelings and observations.

How are meaningful perceptions being shaped in Afro-Asian poem?

Learners will be able to: Describe sensory images used in Afro-Asian poetry. Discuss the role of figurative language in shaping the meaning of Afro-Asian poetry Recognize the use of symbolism in Afro-Asian poetry

Emphasize ones feelings, actions, thoughts, and observations through the use of imperatives.

Performance task:

An oral interpretation of an Afro-Asian poem.

Evidence at the Level of Performance: Learners should be able to The learner demonstrate understanding performance by covering the six (6) assessment of an oral facets of understanding interpretation of an Afro-Asian poem based on the following criteria: 1.Explanation Explain the Interpretation appropriateness of Characterizatio the literary/poetic n devices used by the Deportment author. Projection 2. Interpretation Interpret Afro-Asian poems through illustrations. 3. Application Produce in a wellprepared, creative and imaginative. Choral interpretation of an Afro-Asian poem. 4.Perspective Compare Afro-Asian Language, oral traditions and poems that reflect their customs, culture and societies. 5.Emphaty Understand how and why people react differently to poems based on their background knowledge, purpose

Stage 2: ASSESSMENT Evidence at the level of Understanding:

and point of view. 6.Self-knowledge Recognize knowledge, strengths, and values as effect of ones understanding and appreciation for Afro-Asian poems read. Stage 3: LEARNING PLAN (1st day) PHASE 1: EXPLORE Motivation: -Give my Symbolism:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

-Acvity1: Tell something about: a.Symbolism= b. Imagery= c.Apostrophe= d.Allusion= e.Sensory Images=
Essential Question: woh era lufgninaem sniotpecrep gnieb depahs

ni naisA-orfA meop? How area meaningful perceptions being shaped in Afro-Asian poem?
Performance Task:

Interpretation Characterization ----Deportment Projection ----Total

----- 35% 30% ----- 20% 15% _______ ---100%

(2nd day) PHASE 2: FIRM-UP

 Motivation :

Word association Lecture/Discussion: Symbol Interpreting symbols Symbolism Activity 1: Match us! -Match symbols to its meaning.

(3rd day) Recall: previous lesson -Activity 1: Identify the idea symbolized in the poem Acholi Land by Okema Leonard Uganda

The once happy mother of proud warriors, To you we wail, For redemption from the fangs of terror, The terror that bleeds us white, The terror that siphons your blood that runs in our veins, Lambs without a shepherd we remain, Driven away from you into the darkness, Mama we yearn for an end to our misgivings, Oh! Acholiland, Do you hear us when we call out to you? When our cries run our voices frail, (4th day) Lecture/Discussion -Figurative language: Simile, Metaphor, Personification

When wantons hunt us, your children down, The harmony you taught us is no more, Your children have learnt the little art of unleashing terror, Unfortunately on your very siblings, Pain is all we feel and grim is what we see, Blood is what we pay for being your children, Oh! Mother, spread your wings and redeem us, to rise and shine again.

-Activity1: Identify the figure of speech in the given statement -Assignment: Write three (3) examples of figure of speech simile, metaphor, personification. (5th day) Lecture/Discussion -More on Figure of Speech Apostrophe and Allusion

-Activity1: Identify the Figures of Speech used in the poem The Sea by Kahlil Gibran. In the still of the night As man slumbers behind the folds, the forest proclaims: "I am the power Brought by the sun from the heart of the earth." The sea remains quiet, saying to itself, "I am the power." The rock says, "The ages erected me as a monument Until the Judgment Day." The sea remains silent saying to itself, "I am the monument." The wind howls "I am strong; I separate the heavens from the earth." The sea remains quiet, saying to itself, "The wind is mine." The river says "I am the pure water that quenches the thirst of the earth." The sea remains silent saying to itself, "The river is mine." The summit says, "I stand high like a star in the center of the sky." The sea remains quiet saying to itself, "The summit is mine." The brain says, "I am a ruler; the world is in those who rule."' The sea remains slumbering saying, in its sleep, "All is mine."

(6ht day) Lecture/Discussion -Imagery and Sensory Images -Activity1: -Write each Sight (Visual) Pick me up! word to their proper heading: Hear(Auditor Smell(Olfacto Taste(Gustat y) ty) ory)

Touch(Tactil e)

-Activity2: -Find out what sensory images used in the poem Problems and Escape

Problems Problems are black. They sound like children crying. They taste of castor oil and smell like spinach. They make you feel unwanted.
(7th day) Recall: Previous lesson

Escape Boredom has no color-it is invisible. It has no sound, and it tastes like garlic salt. Boredom smells like dust centuries old. Boredom feels like numbness.

-Activity1: Find out what sensory images used in each line of the poem.

Drops on his jelly belly streaked glass, flashing with sunlight Elves wring their little hands Sits with me on our purpleflowered couch Shadows drifting across our ceiling Strong melodious songs crackling splinters of glass and dried putty Lifted and plopped on the sled

Rap music pour over him like a Jacuzzi full of ball peen hammers Soft shapes . . . inside the hard bodies Paws padding the ground Bounce in Johnny-Jump-Up landing on your toe Hands burrowed in soft Tears in her throat melt like hot butter Salty odor of sweat Face brown as a bun

(8th day) Lecture/Discussion: -Participle and Participial Phrase -Present Participle -Past Participle -Activity1: Find Participles in each sentence and underline what it modifies. 1. Babies crying in the night bother me. 2. Food frozen for over five years tastes icky. 3. Burned on each side, the toast was inedible. 4. Hearing the noise, the boy woke up. 5. I saw an elephant carrying a pack of Vegetables on its back. 6. Driven by hunger, He stole a piece of bread. 7. Deceived by his friends, he lost all his properties. 8. Having elected him President, the people gave him the royal support. 9. Having come of age, John entered into partnership with his father. 10. Going up the stairs, the boy fell down. (9th day) Lecture/Discussion -More on Participles and Participial Phrase -Activity1: identify the participles and Participial Phrase in the poem The Race

Concentrating on the race while standing on the block, Diving smoothly into the water, Telling herself she knows she can win, Stroking her arms as hard as she can, Kicking her feet with all of her might, Conserving some energy for the final lap sprint, Hearing the screams and cheers of the fans. Flipping the turn with a boost off the wall, Reaching for the wall with all she has left, Climbing out of the pool and checking her time, The swimmer wins the race. PHASE 3 DEEPEN (10th day) -Activity1: Poem (Marriage is made by Eunice de Souza) -SymbolismMy cousin Elena is to be married The formalities have been completed: her family history examined for T.B. and madness her father declared solvent her eyes examined for squints her teeth for cavities her stools for the possible non-Brahmin worm. She's not quite tall enough and not quite full enough (children will take care of that) Her complexion it was decided would compensate, being just about the right shade of rightness to do justice to Francisco X. Noronha Prabhu good son of Mother Church.

Phase 3 Deepen

At this stage, the teachers should be able to do the following: Established learners awareness on the desired result that is for him or her to demonstrate literary understanding of how imagery, figurative language, sound devices, symbolism and other

poetic devices shaped in Afro-Asian poetry. Introduced the EQ How are meaningful perceptions being shaped in Afro-Asian poetry? Conduct a short item need assessment to check learners readiness and competence on the prerequisite skills to the task at hand (both in poetry and language readiness) Let the learner share their knowledge on AfroAsian literature particularly poetry Inform the learners on their major output, that is, choral interpretation, and that they will be assessed based on the given set of criteria.

(11th day)

PHASE 3: DEEPEN
Motivation: Match us!

-Match the senses to its corresponding sensory image. A B 1. Visual

2.

Auditory

3.

Olfactory

4.

Gustatory

5. Lesson Proper:

Tactile/Tactual

THE SONG OF MARIA CLARA Unlocking words: Directions: Find the meaning of the underlined words. Encircle the letter of your answer. 1. A long, luminous sunbeam fell across the landing, touching the edge of her hair till it glimmered like bronze afire. a. sunlight b. bright c. traffic light 2. The gentle caress, of the waves, on the shore, and you close, beside me, could i ask for more? a. caring b. embrace c. breeze 3. Fond memories of the cast iron range in the front room there. a. affectionate b. happy c.sad 4. Partaking of the feast they were most eager to offer. a. participate b. refrain c. decline -Sunbeams = a ray of sunlight -caress =to touch or stroke lightly in a loving or endearing manner -fond= cherished with great affection -partaking= to take part in or experience something along with others.

BACKGROUND - Rizal based the fictional character of Maria Clara from his real life girlfriend and cousin Leonor Rivera. Although praised and idolized, Maria Clara's chaste, "masochistic", and "easily fainting" character had also been criticized as the "greatest misfortune that has befallen the Filipina in the last one hundred years. In fashion in the Philippines, Maria Clara's name has become the eponym for a Filipino national dress for females known as the Maria Clara gown, an attire connected to Maria Claras character as a maiden who is delicate, feminine, self-assured, and with a sense of identity. Poem The song of Maria Clara By Jose P. Rizal Sweet are the hours in ones native land,

Where all is dear the sunbeams bless; Life-giving breezes sweep the strand, And death is softend by loves caress. Warm kisses play on her mothers lips, On her fond, tender breast awakening; When round her neck the soft arm slips And bright eyes smile, all love partaking. Sweet is death for ones native land, Where all is dear the sun beams bless; Dead is the breeze that sweeps the strand, Without a mother, home, or loves caress.

QUESTION: 1. Who was the speaker of the poem? 2. What is the theme of the poem? 3. What is the meaning of the last stanza? 4. What does the author want to say about the poem? Activity1: -Identify the sensory images used in the poem. Activity2: Groupings (Set A) -Create 1 stanza with (4) lines (Quatrain) based on the given pictures with the theme of Love for Country using your destined sensory images. Assignment: Get ready for the transfer phase tomorrow.