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Detailed Lesson Plan (DLP)

DLP No. Grade Level: 8 Learning Area: English Quarter: I Duration: 50 minutes
Time & Section: 12:30-1:20 8 Mercury; 1:20-2:10 8 Lithium; 2:10-3:00 8 Silicon;
Date:
3:10-4:00 8 Thorium; 4:00-4:50 8 Aluminum; 4:50-5:40 8 Beryllium
Learning  Describe the notable literary genres contributed by Code:
Competency/ies: African writers EN8LT-Ia-8
(Taken from the  Identify the distinguishing features of notable African EN8LT-Ia-8.1
Curriculum Guide) chants. Poems, folktales, and short stories
Key Concepts/
Customs and traditions of one’s country are highly appreciated through melodious narration as poetry
Understandings
writing.
To be Developed

Knowledge .
 Describe the poem contributed by the African writer.

Objectives  Identify the distinct features of the poem presented.


Skills
 Explain how the elements of poetry contribute to the theme of the poem.

Attitude  Show respect to one’s culture.


Values
 Appreciate the differences and similarities of the African culture.
(RA 8491)
2. Content The Village of Round and Square Houses (Excerpts) by Ann Grifalconi (continuation)
Listing of all
3. Learning
resources Copy of the poem, Visual Aid
Resources
needed
4. Procedures
Daily classroom management routine.

4.1 Introductory Motivating Question:


Activity Why do we find stories told by our parents or grandparents endearing?
(___ minutes)
Share some stories you have taken from your grandparents.

Divide the class into 5 groups. Allow the group to read the poem. Let each group discussed the meaning
of the poem. Each group will be given a task to identify the purpose of the author in writing the poem.

The Village of Round and Square Houses by Ann Grifalconi


4.2 Activity What is the author trying to tell me through this text?
(__ minutes) What must the author know or understand to be able to
write this text?
How can I best describe the author?
What specific facts from the poem made me think this way?

Guide Questions:
1. Did the life of the villagers change after the eruption?
2. What do these lines mean?
And now that is how our way came about
4.3 Analysis
And will continue – Till Naka speaks again
(__ minutes)
3. What customs, traditions, and lifestyle do they have in the region?
4. How do you think this poem may have been influenced by culture?
5. How did the poem help you understand human beings and forces that they contend with?
Discussion of the Poem
This work of fiction takes place in the remote village of Tos at the foot of ‘Mother Naka’ (mountain with
dormant volcano) in the Cameroons of Central Africa. The story is unraveled by a young girl who grew
up there in the hills of Bameni. While “the natural order of things” in Tos now is that the men live in
square houses and the women in round houses, this was not the case until “Mother Naka spoke.”
As the story unfolds, the reader gains insight into various cultural customs including the “facts” that
•Their work centered on cultivating the fields and harvesting the food.
•The women and children always served meals first to Gran’pa, the eldest who was the closest to the
ancestor spirits, and then to the others in descending order of age.
•The topic of conversation over dinner (i.e., fish, game, yams, and fou-fou from cassava root) centered
on what the children learned that day.
•Routinely as the men ate first, they were the first to retire to their square houses for the evening,
telling tales of the hunt, farming, and fishing.
•This is when Gran’ma routinely lit her pipe and told tales to the women and children.
4.4 Abstraction
(__ minutes)
A theme of a poem is the central underlying message, usually about life or human nature. A theme is
either stated directly or suggested through the title, the words and experiences of the characters, and
other details.

Rhythm is the pattern of language in a line of a poem, marked by the stressed and unstressed syllables
in the words. Rhyme, on the other hand, is the matching up of sounds and syllables, usually at the end of
lines.

The tone of a literary work is the effect that the writer creates on the readers through choice of writing
style.

Creating sensory images is a strategy a reader use to think more deeply about a text. It is when a reader
combines their schema and the information in the text to create an image in their mind. This image can
represent all of the five senses (visual, smell, taste, sound, touch or feeling).

4.5 Application Using the same group, let each group identify the elements from the poem presented. The group can
(_10_ minutes) either make charts or graphic organizers.

Write T if the statement is correct and F if the sentence is wrong.

1. “And the finest coffee grown in the Cameroons” is an example of sensory images.
4.6 Assessment
2. Mother Naka is the chief of the village.
(_10__ minutes)
3. Round houses are occupied by children.
4. The villagers live in chaos.
5. Rhyme is the repetition of sound in certain words.

4.7 Assignment Study about idioms and phrasal verbs.


(__ minutes)

4.8 Concluding Act


(__ minutes)
5.Remarks
6.Reflection

Prepared by:
Name: Christine G. Preciosa School: Pajo National High School
Position/Designation: Teacher I Division: Lapu-Lapu City
Contact Number: Email Address: christine.preciosa@deped.gov.ph

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