01-04-12

EXPLORE

Guess it through a puzzle. 1. Present the essential question to the students. 2. After the students have formed the essential question, allow them to read it. 3. Encourage the students to give tentative answers to the essential question. 4. Process the students response. 5. Publish the essential question and give tentative answer. SYMBOLS 1. Use a chart containing the pictures. 2. Ask them to identify the ideas the pictures represent. 3. Process the students answer and give feedbacks. IMAGE OF SANCTUARIES 1. Group the students into five. 2. Each group must come up with a name reflective of environmental sanctuaries (e.g. Ocean, mountain, river, falls) 3. Each group will have to list all the words, ideas or objects in their chosen environmental sanctuary. 4. Use the graphic organizer for their answer. SENSORY IMAGERY 1. Present passages that contain sensory images. 2. Ask the students to distinguish what sensory images are used in the passages. 3. Process the students answer and give feedback.

01-05-12

01-06-12

01-07-12

FIRM-UP

SENSE THAT IMAGE! 1. Group the students into two (2). 4. Present the poem Stress Proof Person by Priscilla Ravanes 5. Allow them to read and study the poem. 6. Ask them to spot the sensory images used in the poem. 7. Name the sense from which the images appear. 8. Process the activity by asking the following questions: How do images affect you as a person? How do images characterize a poem? Can an image appeal to ones emotion? In what way can imagery help a person express what he feels?

01-09-12

01-10-12

01-11-12

THE Q-MATRIX REVISITED 1. Have the students group into five (5). 2. Present the poem The Bewildered Arab by Jami. 3. Allow them to read and study the poem. 4. Ask them the following questions: What did the Arab do? Which course of action did he choose? What can he do to solve the problem? What would happen to him if his lost for a month? Who can help the character? What might be the impact of the problem to him? FIGURE-IT -OUT! 1. Ask the students to work in triads. 2. Present the song Fireworks by Katy Perry. 3. Allow them to sing the song. 4. Let them identify the figurative language used in each of the stanzas. 5. Allow them to name the figurative language. 6. Process the activity by asking the following questions: How many figurative languages did you find? What are these? How did they help shape and give meaning to the song? How well do these figurative languages create an illusion or representation of real life experiences? COMPARING USING SIMILE AND METAPHOR 1. Group the students into four (4). 2. Explain the meaning of simile and metaphor. 3. Give examples and compare the two figures of speech. 4. Put 3 paper strips for each group containing the following sentences. 5. Identify whether the following words are simile or metaphor 6. Let the students interpret their work. 7. Process the students answer and give feedbacks. PERSONIFIED AND EXAGGERATE 1. Explain the meaning and give examples of personification and hyperbole. 2. Let the students do their seatwork. 3. Let them identify the object being personified and the meaning of the personification. 4. Process the students answer and give feedbacks.

01-12-12

01-13-12

01-16-12

01-25-12

WHAT FIGURES OF SPEECH? 1. Discuss the meaning of Irony and Apostrophe. 2. Give examples for each figure of speech. 3. Let them identify what figures of speech are given. 4. Process the students answer and give feedbacks. FIGURE OF SPEECH- The Additional 1. Discuss the meaning of Apostrophe, Metonymy, Chiasmus, and Oxymoron. 2. Give examples for each figure of speech. 3. Let the students give their own examples. 4. Process the students answer and give feedbacks. ELEMENTS OF POETRY 1. Discuss the elements of poetry: Rhyme, Tone, Mood, Point of View. 2. Give examples of each element. 3. Let the students give their own examples. 4. Process the students answer and give feedbacks. PARTICIPLES: Identify When You See One 1. Divide the class into five (5) groups. 2. Provide each group with a copy of Li Pos poem to work on. Suggested poem include: Drinking Alone, Alone and drinking under the Moon, Amidst the Flower a Jug of Wine, Bringing in the Wine, Climbing West of Lotus Flower Peak. 3. Ask them to identify the verbs used in the poem. 4. Accomplish the table below: Title:____________________ VERB 1. 2. 3. 4. 5. PAST PARTICIPLE PRESENT PARTICIPLE

5. Process the students answer by asking the following questions: Where you able to identify the verbs and indicate appropriate participles? What effects do participles bring to the wholeness of the poem? What do the poems reveal about Li Po?

 01-26-12 DEEPEN

Are all poems reflective of Asian Culture? How is this culture related to you? Can you cite examples of practices mentioned in the poem related to practices in the Philippines? What does this revelation imply?

POEM COLLAGE 1. Divide the class into five (5). 2. Ask each group to cut out lines (text) from the newspaper and magazine and paste them on a bond paper. 3. Collectively, the lines must build a poem of a specific topic. 4. Highlight the participles and the poetic devices used in each line. 5. Ask each group representative to read the poem aloud in front of the class. 6. Process the activity. CHORAL INTERPRETATION 1. Group the students into five. 2. Provide the poem Salutation to the Dawn by Kalidasa. 3. The students will present choral interpretation, and their performance will be based on the given criteria.

TRANSFER 01-27-12