2010 Secondary Education Curriculum English 1

Quarter 3 : POETRY

To ic 2 : !asic Elements o" a Poem# Style and $iterary %e&ices' Techni(ues Stage 1 Per"ormance Standard

Time )rame : 12 days

Content Standard The learner demonstrates understanding of the interdependence of the elements of a poem and the style used by the author that gives a unique view of experience as he/she interprets it through a collage. Essential *nderstanding The basic components of a poem, and the words used by the poet give intense impact of the poem to the learners. $earners +ill ,no+: !lements of "oetry - form - spea#er - sound - sensory images - situation - theme /meaning $tyle used by the author - language - sentence structure %orms and functions of phrase modifiers

The learner interprets a poem creatively through a collage.

Essential Question How do the elements of a poem and the authors style, use of language / words contribute to its over-all effect $earners +ill -e a-le to : understand the relationships among the elements of a poem and how they wor# together to achieve meaningful effect. understand how to use rhyme and repetition for effect. analy&e the effects of the form, structure and sound patterns of the poem, use critical listening to evaluate the fusion of sounds and sense in a poem. evaluate how the content and structure of poetry reflect the human conditions. determine the sound patterns of a poem. evaluate how wor#s of art 'collages( depict grand ideas from the poem. paraphrase lines of a poem read express agreement and disagreement to values and ideals presented in poems. 10

 Stage 2 Product or Per"ormance Tas, + collage of a poem read

transform linear text to non linear. draw out the message of and insights from the poem read. gather facts that support illusion of reality or )fantastic* reality. explain how meaning is enhanced through various features in poetry including sounds and other elements. use phrase modifiers to present specific details in a colorful, moving and lively way. use visual representations of feelings, thoughts, ideas. and experiences. interpret a poem through a collage.

E&idence at the le&el o" understanding The learner should be able to demonstrate understanding covering the six ',( facets of understanding E. lanation !xplain why the styles, ideas, organi&ation in "hil. poems differ from other culture !xhibit understanding of "hil poetry through using phrase modifiers. /nter retation .isuali&e the images in a poem through sensory words "rovide colorful lin#ages in communicating the meaning of the poem read. 0 lication /se symbols to express ideas, thoughts, feelings and experiences. /se phrase modifiers in presenting specific details.

E&idence at the le&el o" er"ormance The learner interprets a poem through a collage based on the following criteria 0rgani&ation Thematic accuracy 1rawings / .isuals 2olor and Harmony 3alance and /se of $pace 2raftsmanship

11

Pers ecti&e +naly&e how the choice of words advances the theme and the purpose of the poem. +naly&e the common features of the poem. 4nfer the emotional and sensory appeal of the poem through the phrase modifiers used. Em athy 5espond critically to the poets craft. 5elate to others way of conveying meaning by observing the correct usage of phrase modifiers. Sel"1,no+ledge /nravel the poems meaning through focusing on its round structure. 5eflect on how to progress in using phrase modifiers that appeal to and give impact to the readers. Stage 3

Teaching and $earning Se(uence: 12 E3P$ORE

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 interdependence of the elements of a poem and the style used by the poet that gives a unique view of experience as he/she interprets it through a collage. Take up the essential question !ow do the elements of a poem and the author"s style plus the use of language/ words contribute to its over#all effect$% with the students. Make them answer the question as exhaustibly as possible and cue them into the big ideas by activating their prior knowledge or past experiences. &se non#formative assessment to check/evaluate learners" readiness and competence on the prerequisite skills to the tasks at hand. 'nform the learners how they will be assessed. Their ma(or output is a creative interpretation of a poem through a collage.

Suggested 0cti&ities 0h1ha4 E. erience +s# the students these questions 12

- How does seeing a beautiful and rare orchid flower affect you - 6hat does it communicate to you "resent a picture of orchids, and as# the students to write down the first two '7( thoughts that come to their minds as they view the picture. 4nvite them to answer these questions 8. 6hat are you reminded of when you see this picture 7. 1oes anything pu&&le/ confuse /interest you about this picture

0 5old 6ine o" /deas +s# the students to read and relate the following passages to the illustration/picture. A poem is like a rare and special orchid to be admired but not to be touched. Reading and writing a poem are effective and meaningful ways of letting others know what is Important to you, why and how you feel about it. +s# them these questions8. 6hat message do these quotations put across 7. How do they ma#e you feel 9. Have you read a poem that made you feel that way Tell them to freewrite and share their thoughts with the class. %ro 6e 0 line !xplain to the students that discussing and understanding a poem need not always mean analy&ing the poem instead they must )feel* the poem for its sound, images and meaning. 4nvite them to figure out something about people, places and events. 5emind them that reading a poem doesnt mean its a )thorn in the flesh*. Question 7our !ncourage the students to plan and prepare for the #ind of experience they want to have through :otting down questions '; 6Hs( they hope to answer later. +s# them to wal# around the room and interview classmates on ideas about poetry they would want to #now. Have them point out ideas/theories theyre eager to explore. +llow them to :ot down their theories, ideas and speculations about poetry. Test Shot "resent the title of the poem, )The $ea* by <atividad =arque&. and as# the students these questions6hat big idea or observation in life, do you thin#, is intended to convey by the title 13

6hat mood or feeling is set by the title 8oca-ulary Quic,+rite >ive a list of #ey words from the poem to the students. +s# them to write everything they #now/thin#/feel about each word 'in five minutes(.

22 )/R6 *P
At this stage, the teacher should be able to do the following) Make the learners illustrate or crystalli*e their knowledge of the basic components/elements of a poem, the style used by the poet and the use of phrase modifiers through the varied activities you will provide them. +ngage them in meaningful and challenging activities that will enrich what they have learned. ,rovide feedback to check for understanding.

5ead aloud the poem,* The $ea* by <atividad =arque&. +s# the students to listen to the rhyme, rhythm and sounds of the words. 4nvite them to )feel* the poem through its sounds, Have them read the poem and visuali&e the images, and thin# about the comparisons the poet ma#es. +llow them to give attention to the form of the poem 'stan&as and lines(. 2larify to them that the spea#er* persona* is the*imaginary voice* assumed by the poet, and as# them to figure out who the spea#er or persona is. +s# them to infer about the spea#ers situation, words, attitudes, actions personality traits. They may use the chart li#e the shown to record words and details that reveal information about the spea#er. $pea#er situation words feelings'mood( action/s attitudes personality trait

Tell them to share their wor# with their classmates. "rocess the learners answers.

8isuali9ing /mages 1ivide the class into four groups, and as# them to read the poems assigned to them,')The $ea*, )4s >od Ta#ing =y "icture, ?ittle by ?ittle, )4 shall <ot "ass This way +gain*. 4nvite the students to loo# carefully at individual words and phrases 'language( that convey exact meaning, feeling, sound, then figure out what each word adds to the poem. 14

Have them thin# about why the poet chose those words. Tell them to pay attention to words appealing to the sense ofsight smell sound taste touch

Sense Chart ?et them consider the impression 'meaning( each expression conveys. Have them picture the imagery by using three'9( images from the poem that appeal to their senses, and explain how each pictures imagery. 4mages $ense used How 4 picture it 8@. AAAAAAAAAAAAAAAAAAAAAAAAAAA 8. AAAAAAAAAAAAAAAAAAAAAAAAAAAA 1. AAAAAAAAAAAAAAAAAAAAAAAAAAAA A 9. AAAAAAAAAAAAAAAAAAAAAAAAAAAA 2. AAAAAAAAAAAAAAAAAAAAAAAAAAAA 88. AAAAAAAAAAAAAAAAAAAAAAAAAAA 9. AAAAAAAAAAAAAAAAAAAAAAAAAAAA 9. AAAAAAAAAAAAAAAAAAAAAAAAAAAA A 87. AAAAAAAAAAAAAAAAAAAAAAAAAAA A 1iscuss with students how does the use of sensory words help communicate the message ' meaning of the passage. +llow them to note why the writer use these images, what pictures they create and how they affect them. ?ine number "hrase from the poem 6hat 4 see $ense used How it affects you i4 =ain 4mpression 4 'feeling( 4 4

+llow them to share, their ideas with the rest of the class. "rocess the learners answers. )ire"o. : Totally /n&ol&ed !ncourage the students to thin# of what is so special about the poem. Have them reflect on what message about human life or human nature the poet share with the readers. +s# them to :ot down their thoughts, and agree or disagree with an idea the poet/poem suggests. ?et them become totally involved with the poems message and en:oy the new and special way it gives. +s# them the question- 6hat approach to / attitude in life, do you thin#, the poet intended to show in the poems final line 4nvite them to share their thoughts and feelings with the class. Quac,1 S+ach,1 Th+ac,4 15

Have the students find the combination of words that produces the right sound 'harsh, musical, soft, irritating, etc.( that helps convey the poems meaning. +s# hem to identify the types of sound devices used in the poem 'assonance, alliteration, refrain, repetition, onomatopoeia( 4nvite them to share the list with the class. >ive comments.

5rammar Patrol ' $in,ages; +s# the students to view posters/ video clips or advertisement with phrase modifiers. Have them focus on descriptive phrase used and have a list of all of them. +s# them to read sentences with phrase modifiers and focus on the underlined words. Have them identify the words being modified by the underlined words. >uide them in eliciting and abstracting details on--a. forms and functions of phrase modifiers b. words being modified by these phrase modifiers c. positions of phrase modifiers +s# them to form concepts on using phrase modifiers. +s# them to supply appropriate modifying phrases to complete sentences. Tell them to revise sentences via using correct phrase modifiers. "rocess the learners answers. 32 %EEPE<
At this stage, the teacher should be able to do the following) ,rovide the learners with thought provoking questions that will make them reflect, revisit, rethink, and revise their earlier assumptions about how the basic components of a poem, and the words used by the poet give an intense impact. Address the learners" uniqueness, strengths and weaknesses in understanding the interdependent of the elements of a poem and the style used by the author by providing them with differentiated instruction as needed. +ngage them in meaningful and challenging activities that promote cooperative learning and reinforce what they have learned. ,rovide feedback to check for understanding.

Suggested 0cti&ities *sing =its 4nvite students to wor# with a partner, and ta#e turns in interviewing each other by as#ing questions li#eB 8 How does the poem affect you 16

7. 1oes the poem ma#e things come alive for you !xplain. 9. 6hat experience does it suggest C. 1oes it capture something you have already experienced 6ished for ?oved >ive comments and suggestions.

/m rom tu S eech;7ey# listen to 6e4 !ncourage the students to ta#e the place of the ) ersona> in the poem, and share their inner thoughts as well as their motives in line with the theme of the poem. )rom Path to 7igh+ay >roup the class into five ';(, and as# them to brainstorm and share the signs of comforts as well as the guidance a person of today can find in the poem. 6ore than 6eets the Eye Tell them to choose a line or a phrase from the poem which could be used as boo# title, refrain for a song, one lined

message for a postcard, program, etc.

)or the Record 4nvite the students to wor# in pairs, and imagine they are newspaper reporters. Have them report news about a sea exploit of a person, and thin# about a photograph they have ta#en at the scene. +s# them to write a caption for each photo. +s# each pair to write a newspaper article that tal# about the happening. >ive comments and suggestions. 6a,ing the 6ost o" Things !ncourage the students to imagine theyre traveling by sea, and theyre about to broadcast a radio report bac# home telling what theyve seen, observed on their travel by sea. Tell them to write a short paragraph about the trip, and exchange broadcast with a partner. +s# them to use phrase modifiers. "rocess the learners answers. Poetry Card ' Poster 4nvite the students to write a poem, and form a note card. Tell them to print their poem on the inside of the card, and illustrate outside with a drawing or a photograph. +s# them to display their cards on their bulletin board or send them to whom they would li#e to share their wor#s. 17

>ive comments and suggestions.

Poetic Tri-ute Have the students write their poems paying tribute to persons from their childhood/the future. Tell them to wor# their poem around the list of things that the person did or focus on memorable activity theyve shared on. >ive comments.

?2 TR0<S)ER
At this stage, the teacher must be able to do the following) !ave the learners make independent applications of their understanding of how the poems" elements contribute to its over#all effect and of how phrase modifiers are used Make the learners interpret a poem creatively and meaningfully through a collage using assessment procedure. !ave them see the connections between the tasks and the world. ,rovide feedback to check for understanding.

7uman /nterest 8ideo +s# the students to collect photos, video segment illustrations that show and relate to the theme of the poem, read. e.g. )The $ea* by <atividad =arque&, )The $ampaguita*, )"oem* , )Duietness*, etc. Tell them to create a display of these pictures, and explain the significance of each.

Sa&ing 6emories !xplain to the students that memories are saved in the poems, and each special memory is important. +s# them to read any of these poems- )$ong*, )=aria 2laras $ong*, Duietness* , )To =y <ative ?and*, )The $ampaguita* Tell them to choose one, and retell it in their own words. Have them #eep the same feeling of remembering in their retelling.

@ust Sho+ me 7o+ 4nvite the students to express ideas about how life should be lived to the fullest. Have them express their personal visions. Tell them to use drawings, cut-outs 'from maga&ines, newspapers, pictures(, and images from the 4nternet. etc., to represent their personal visions +s# them to show the pictures to the class and explain how they meaningfully symboli&e their visions. 18

>ive comments.

Portrait 5allery;0+esome4 !xplain to the students the importance of the 6H+T, 6HE, and H06 of preparing and presenting a 20??+>! as interpretation of a poem read. Have them create a visual version of the chosen poem read. +s# them to loo# for images 'from newspapers, maga&ines, pamphlets, photos, original artwor#s(, and capture the mood of a chosen poem Tell them to combine the poem with the artwor#s and loo# beyond the words. 4nstruct them to use visual images to picture out the meaning conveyed in their chosen poems. +llow them to share their artwor#s with the class. /se rubrics to assess/evaluate the learners output.

Resources: 8. 7. 9. C. ;. ,. F. G. H. )The $ea* by <atividad =arque& )4s >od Ta#ing my "ictures* )?ittle by ?ittle* )4 shall not "ass This 6ay +gain* )$ong* )=aria 2laras $ong* )Duietness* )To =y <ative ?and* )The $ampaguita*

6aterials'Technology <eeded: 8. 7. 9. C. 4nformational +ids- graphic organi&ers pictures Technological aids 4nternet, computer +rt =aterials +ssessment/!valuative +id- rubrics

19