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8/9/2019 2010 Sec Eng1 q3
1/16
20L0
Secondary Education
Curriculum
Quarter
3 : POETRY Topic
3: Types
of
Poetry, Poetic
Devices
and
Choral
Readinq
Time Frame
L2
days
Stage
I
Content
Standard
:
The
learner demonstrates
understanding
of
the distinct
features
of
narrative,
lyric
and
dramatic
poetry,
their
elements and
poetic
devices
using
the appropriate
language
forms
and
functions.
Performance Standard:
The
learner
interpretatively and
proficiently performs
in
a
Choral
Reading of
a
poem.
Essential
Understanding
Understanding
the
special
qualities
of
each
type
of
poetry
and
the
poetic
devices used
provide
succinct
ideas
about the
richness
and
beauw
of
poetrv.
cd'''i5"
Essential
Question:
How
do
types of
poetry
provide
SilcCinct
ideas
about
the
richness
and
beauty of
poetry?
Learners will
know
r
Three
(3)
types
of
poetry
-
narrative
-
lyric
-
dramatic
Poetic devices
-
figures
of speech
-
symbolism
Basic
Facts
of Choral
Reading
-
functions
-
elements
-
Tips
in
Preparing
for and
Presenting Choral
Reading
Learners will
be
able
to
/.
understand
the
distinct
qualities
of narrative,
lyric
and
dramatic
poetry
r
recogflize and appreciate the
use
of
poetic
devices
like figures
of
speech
and symbolism
that
creates
meaningful expressions
of
thoughts,
feelings
and
observation
in
life
.
identify
the
tone,
mood and
emotions
of
a
poem
read
,/o
relate
the
poem
read
to
own
experiences
to clarify
its meaning
t.
express
agreement
and
disagreement
to
values
presented
in
the
poem
read
41
participate
actively
in
the
presentation
of
a
creative
choral
reading
21
exhibit awareness and
control
he/she
exerts over
the
knowledge
of a
poem
through
choral
reading
)
.
use
eye contact, appropriate
gestures
and
props
to
enhance
presentation
and engage
the
audience
:
employ interpretative
reading
to
note
the
proper
ohrasino
and
pausinq
in
reading
a
poem
aloud
20
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7
t
take
part
in modifying
a
poem
for
choral
reading
t
o
perform
in
a
choral
reading
adjusting rate,
pitch,
tone,
stress,
tempo,
juncture
and volume
of
voice
to
suit the
meaning
of
the
poem
r.
assume
the
role of
the
"persona"
in
the
poem
when
delivering
lines
in
poetry
,']
observe correct
pronunciation
of
words
./.
observe
correct
S-V
agreement
in
expressing
understandino
and
annreciation
of
a
ooem
Stage
2
Product
or
Performance
Task
Choral Reading
of
a
poem
read
Evidence
at
the
level
of
understanding
Learners
should
be able
to demonstrate
understanding
covering
the
six
(6)
facets
of
understanding:
Exolanation
i.
Justify
that
the
special
qualities
of
poetry
provide
succinct
ideas
about
richness
and
beauty
of
poetry.
r
Prove
a close
connection
among the
elements
of
and
poetic
devices
used in
a
poern
to
bring
out
its
meaning.
/.
Synthesize
the message
of
the
poem.
y
.
Explain
the
relationship
existing
between
subject
and
verb
in
a
given
sentence..
lnterpretation
.
Judge the importance of
poetic
devices
to
communicate
meaning.
t.
.
Critique
how creative
and imaginative
a
choral
reading
is.
,/
o
Translate
ideas
from the
poem
read
by
using
correct
S-V
agreement.
Aoolication
o
Present
choral
readino of
one
tvne of
Evidence
at
the
level
of
Performance
The learner
interprets
a
poem
through
Choral
reading
based on
the following
criteria:
Voice
Quality
Facial expression
Delivery
P
hrasing/blend in
g/pausinglti
min
g
Rate
Enunciation
Accuracy
Language
convention
2L
8/9/2019 2010 Sec Eng1 q3
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poetry.
e.
Use
etfective
strategies in choral reading
of
a
poem.
{o
Read
aloud a
poem
with fluency.
{.
Use
experiences from the
arts
to express
ideas
creatively.
{
o
Communicate
colorful
ideas
using
correct
S-V
agreement.
Persoective
o
Compore
and contrast
the figures of
speech and
other
poetic
devices used
in
poems.
.
Analyze
qualities
of each
type of
poetry.
/
.
Analyze
ideas
and
theme
found
in
a
poem.
(.
Provide
appropriate
ways
of
making
verbs
agree
with
their
subjects.
Emoathv
y'
.
Relate
insights
on the
essence of
poetic
devices
used
by
the author.
4
.
Reach
a
common understanding on
how
'
to
present
an effective
choral reading.
Self-knowledoe
.
Reflect
on
the
effective
strategies to
be
utilized
in
making
meaning
through
choral
reading.
J
t
Be
aware
of
the
importance of
observing
S-V
agreement
in
conveying
a
clear
message
of
the
poem.
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Stage 3
Teaching
and
Learning
Sequence
1.
EXPLORE
At this stagq
the
teacher
should
be
able
to do
the
tollowing:
o
MaRe
the
learners
aware of the
desired
result,
that
is,
for
himlher
to
demonstrate
understanding
of
the
specral
gualities
of
en,ch
type
of
poetry
and
the
poetic
devices
used
which
provide
succrnct
ideas
about
the
richness
and
beauty
of
poetry.
c*irse
o
Take
up the essential
question,
"How
do
types of
poetry
provide
Siiiiifict
ideas
about
the
richness
and
beauty of
poetry?"
with
the
students.
Make them
ansurers
ff
e
guestion
and cue
them
into
the
big ideas
by
activating their
prior
knowledge
orpast
experiences.
o
Use non-tormative assessment
to
checklevaluate
learners' readiness
and competence
on the prerequisite
skills to the tasks at
hand.
e
Intorm
the
students
of how they wiil
De
assessed
and
that their output
is
an
interprdative
and
proficient
pertormance
in
a choral
reading
of
a
poem.
o
Ask
the
learners
to
share
what
they
know about the
specral
gualities
of each
type
of
poetry
and
the
poetic
devices
used.
Suggested
Activitiesr
The Hidden Gems
.
lnvite
the
students to hke
a
closer
look
at the
picture,
drawing
,illusfation
or
painting
showing one example
ol
Filipino
culture
and/or
burist spots,
and ask them
the
questions:
*
What
are
you
reminded of
when
u
see
this illustration?
*
What
message does
this illusfafion/picture/drawing/painting
put
across?
.
Ask
the student
to
imagine
that he/she
is
the
one
depicted
in
the
picture/drawing/illustration/painting
and
would
ansver
the
que$ion
:
How do
I
express
nyselt?
The
Flavor
ol
60edence
.
Ask
the students to vvork in.
.
Tell them to
compare
and
lind
a
common
bond
from
their
answers.
.
Have
them
rank
what
cheered
them
up
or
make
them leel excited,
and ask
them this
question:
Oo
they
ggest pow
to
Wu?
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t,
e.g. 1.
Who
is
the speakeP
2.
who
is
being
addressed?
3. Wlat
is
it trying to
tell?
4.
Does
it
present
something
'new'?
5.
How
does
the
poet
make
the
experience
come
to
lib
for
rou?
6.
etc.
.
Have them
present
/ shaje thei, lindings with the
chss.
.
Guide
them
to
a
guessing
(what
type
of
poetry)
game
whete
they
will
inbr
wtlich
is
/ are--
1. narrative
poern/s
2.
lyric
poem/s
3.
dramatic
poem/s
.
Discuss with
them the
qualides of each
type of
poetry,
and
have
them cite
lines ,
pfis
ol the
poem
which
do
the
best
job
of
recreating
experience.
.
Ask them
b
reaftirm
which
poem
l.
tells
a
story
2.
is
spoken
by one
or
more
chaEcters o express
intense
feelings
or
thoughB
3. expresses
thoughts,
feelings,
observation of
human
condition
and
has musical
quality
.
Have them
draw
interences
(educated
guesses
based on evidence/s)
.about
the speaker's situation, altitudes, and
personality
traits.
They may use the chart like the one shown to
recod
their deEils and
words
that
re\real infurmation
about
the speaker.
.
Process
the learners' answers.
Flulfy
Like
A Cloud
.
Discuss
with the
students
when
and
how do
words are
used
imaginatively
rather
than litelally
ln
poems.
.
Have
them try examples
of figures
of
speech
to
be
anatlzed.
.
Ask
them to
point
out
and
make
sense
of
the
comparisons
made
in
the
examples.
.
Tell
them
to
anallze
hqw
odinary
things
a.re.Oescribed in
a
new
way
called
"figuEtive
language"'
and discuss with them
the
distinct
qualities
6t
similt,
metaphor,
peqsilnltiiation
and
hyperbole.
Title
of
the
ooem
Soeaker's words Soeaker's
attitude
Soeaker's
action
Inferences
Tvoe of Doem
27
8/9/2019 2010 Sec Eng1 q3
9/16
.
Allow them
to retain their
groupings
(by
ten) and
read
another
poem
(from
othef
groups)
to
lind
examples of
figures
of
speech
used.
.
Ask
them
b
list
simihs,
metaphors and
personmcafion
trom their
chosen
poem.
They may use the chan fike the one shown:
poem simile metaphor personification hyperbole
.
Tell
them to
share
their findings with the
class.
o
Have them compare the connotation of the figurative
language
found
in
each
poem
like:
Poem
Fiourative
lanouaoe Connotation
o
Ask
them which similes, metaphors,
personification
are
most etfective,
then
they'll
prove
their contention.
o
lnvite
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 ditferent 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, lam
like
a
Jealousy
is
like
a
My best friend is
as
_.
.
Tell
them
to
lind
at
least
3
examples of
iryperbole
and 3
examples of
personification
lrom
the
poems
exphred in class.
.
Have
them
explain
what is
actually happening
and
what
is
exaggeraled
ao
each
example
of
hyperbole.
.
Process
the learners'
ansrflers.
The
Slv
Spy
.
Tell
the
students
that
a
symbol
serye as
a
key to
the
meaning
ol a
poem,
Explain
to
them
that
symbolism
calls
br higher
28
8/9/2019 2010 Sec Eng1 q3
10/16
a
reality
and
that it deepens
level
of
poem's
meaning.
.
Ask
them to
read
the
poems
they explored
in class,
and
list the objects that they
think
are
used
as
symbols, and .rsk
them
to
think ol other symbols
used
in
other
poems.
.
Have
them
iol
the
meaning that each
symbol
has, and discuss with
them
how
the
meaning of
the
poem
or
the
lotal
elbcf
is
connecEd
to
and
is achieved effectively
through symbols.
.
Prccess the learners' an$Yers.
The Seed Maker Rebuches
.
Tell
the
students
that
each
of
them
is
a
seed
maker
who
needs
to
retouch
the
poem
assigned to
them
and
thek
iob
is
i0
develop discussion seeds to the
group.
.
Exphin
to
them
that
the
seeds
are
their
comments, ideas,
Eelings
which theyll share to the
group
as they answer
these
questions:
1. What
is
so
interesting
or
surprising in the
poem?
2. What feling,
idea,
or
experience
does
the
poem
creats?
3.
Which wordy lines/
shnza
interest
)rou
a\or
stand
out
the
most?
4.
Which line/
paru
stanza
is importanl to
you?
5. which
lined
part
make
you
angry/
puzled/
excited?
Why?
6. Which ideas/
lines in
the
poem
remind
you
ot other things
you
have
read
o, experienced
in
your
lile?
.
Gi\re
comments and suggestions.
Grammar
Prtrolrlink
g :s
.
Ask
the
students
to wite
their
common
findings
on
the
board,
and
tell
them
b
spot
the
pGsence
of
subject
and
verb
in
each
sentence.
.
Have
them spot ermrs
in each
sentence
(
bcus
on
S.V
agreement).
.
Discuss
with
theln
wBys
to
mal(e subiects agree with the
verbs, and
highlight
the
need to
tocus
on
the correct
brms of
verbs.
.
Exphin
other
salient
points
in
making verbs agree with
the
subjects.
.
Make
them
abstact
and
elicit
dBtails b come
up
with
the correct
concepts
afld
rules br
the
grammar
in
locus.
.
Ask
thsm
to
use
the correct torms ol verbs
to
(agree
with
the
subjects) complete the
giwn
expressions.
.
Process lhe
leaners'
ansflers.
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PorftritF ol
lmaglnation
1.
Metaphor Poem
.
Encourage
the
students to
write
a
metaphor
poem
bllowing this structure
Line
1
--says
that
each
sludent
is something
else
Line
2
--says
that
the student's friend
is
something
else
Line 3
-
says
that the student's
lib is
something
else
.
Ask them
to observe correct
s-v
agreement.
.
Give
commenE
and
suggestions.
2. Japanese Lantem Poem
.
lnvite
the
students to
create
pictures and
feelings
with
words
in
a
Japanese
lantern poem
they
will write
following
this
patern:
Line
1
--has
one syllable
Line
2
-
has
two syllables
Line
3
-has
three
syllabhs
Line 4
-has
four syllables
Line
5 -.ias one
syllable
(iusr
like
Line 1)
.
Give
comments
and
suggestlons.
3.
Parfs
ot
Speech Poem
--Noun
Poem
.
lnvite them
to use their
rich imagination
and
write
a
parts
of speech
-noun
poem,
and
to lollow this structure:
Line
1
---consists
of
an anicb and
a
noun
Line 2
--consist
of
two
(2)
adjectives
joined
by a
conjunction
Line 3
--has
two
(2)
verbs
ioined
by a
conjunction
Line
4
-has
an
adverb
Line
5
-has
a
noun
that relaEs to
the fiIst
noun.
.
Give
commenE
and
suggestions,
4. Sense
Poem
.
lnspire
studenB
to think
of
a
sfong
emotiofl
they experience
(sad,
happy, angry,
exciEd,
horrified,etc.)
,
and
write a
poem
using that
emotion
as
the
seed^
.
Ask
them
to
tollow this
patem:
Line
1
--name
their
emotion
and
give
it
a
color
e.g.
Embarassment
is
red.
Line 2
--tell
how
it
smells
Line
3-tell
how
it
tastes
31
8/9/2019 2010 Sec Eng1 q3
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\J)
Line
4
-.tell
horn it
sounds
Line 5
-.tell
how it
bels
.
Have them use simile/s, metaphor/s, and obserw
corect
S-V
agreement.
.
Give
comments
and
suggestions.
Poetrv
Postels
.
lnvite
students
to
work
in
groups
ol five
(5),
then combine artworks and
poetry
in
coloful
and
inMting
posters
to
be hung in
school
hallways
/ corridors or bulletin
boards,
.
Give
comments
and
suggestions
Upbeat Happiness
.
lnvite
the
students
to
prepare
a
specilic
upbeat activity
which
can be:
-
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
.
Gi\re
commems
and
suggeslions.
Let it Sing
.
lnvite
the students to choose
a
song(pop,
rap, inspirational, rock, religious, ethnic, classical, country, eE.), and match it to a
poem
they like.
.
Ask
them to try
writing
new
words
to
go
with
the
music,
and
use
mehphor,
simile,
personificalion,
hyperbole
or symbolism .
.
Remind them
to observe
correct
S-V
agreement.
.
lnvite
them
to sing
their
song
to
chss,
and
to
use
musical
accompaniment
of
their choice.
.
Gh/e
comments and suggestions.
Monologue
.
lnvite
the
students
to
imagine
each
one is
a
plant
,
an
animal,
or
an
object, and deliver
a
monologue in which each speaks
about
oneselr,
telling
what his/her
life is like.
.
Tell
them to
use
imagery, figures of
speech
and
S-V
agreement.
.
Give
comments
and
suggestions.
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8/9/2019 2010 Sec Eng1 q3
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Tripartite
Pedormance
.
Select
(at
Iandom) a
group
of
three
students
who
willwoft as a
tflo
on
the
lines
selecied lrom 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
obseve
corTect S-V
agreement
in
their
exprcssions.
4. TRANSFER
+++
At
thrs
stagq
tlre
teacfier
should
be
able
to do
thefollowing:
o
Have
the
learners
make independent
application
of
their
understanding
on
haw
the
special
guallfies
of each type
of
poetry
and the
poetic
devices used
confributeto
the
rrchness
and
beauty
of
poetry.
t
Make
learners
interpretatively
and
proticiently
pefiorm
in
a choral
reading
of
a
poem.
o
Have
them
$ee
the
connection between
fasks
and
the
world.
o
Provide
feedback
to
check
for
understanding.
video
Reel
.
lnviE
them
to watch a
video
,
and listen to
a choral
reading of
a
poem.
.
Ask them
to
obsen
e
l(eenly
and
lind what is interesting, important
in
the
perbrmance
they viewed and listened to.
.
Explain to
them the
basic
facE/
salient
points
of
presenting
choral
reading,
considering its
functions
and
elements.
Llstenlng
ior
Poetic
Sounds
.
Ask
students to
v'/ork in
paits,
and take
turns
in reading
a
poem
aloud.
.
Tell
them
t0
lis@n
ior
musical sounds created
by
words,
and
to
consider
the mood
heling
created
by
the
sounds.
.
lnviE
them lo consider
and
remember
to
use
the
same
sMe ol
pmducing
the sounds for their
actual
choral
reading
perbrmance.
.
Give comments
and suggestions.
Stretchr
Plav
and
EEooerate
.
Have students
work
in
groups
of seven
O),
and
ask
them to
read
the
poem
aloud
wlrile one
member ol
the
group
poses
as
a
conductor
who will
raise
his/her arms up
(for
loud
tone),
ams
down
(for
soft),
arms lefi
(for
slow),
and
arms
right(tor
fast
tempo).
.
Tell
them
to
sing
the
part
ol
the
poem
to
a well
-known
melody
where
lhey
fit
the
tvods
to
music.
.
Allow
them
to
compete
who will
read
the
poem
the
fastest.
.
lnvite
them to
translate
the
poem
to Ll(mother
tongus)
.
Give
commenb
and suggestions.
33
8/9/2019 2010 Sec Eng1 q3
15/16
DEmatic
Readinq
.
lnvite
the
students
to
.ead
aloud
the
poem
assigned
b
them,
ard
decide
which
pans
need
to be emphasized through the
use
ol
gestures,
change
of
tone,
volume
of
voice,
adjusting
tempo,
pitch, pace,
and
intonation
.
Ask
tlem to use
facial
expressions
that
match
and
go
with the bne 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.
Trickv
Helps
.
Divide
the class
into
three
big
groups,
and ask
them to
brainstorm on
ways
that
they can
use
/apply b
plesent
a creative,
and
effective choral
reading
of
a
poem.
.
Have
lhem
share
their
ideas with
the class, and
later on check
them
against
the tips
in preparing
and
presenting
a
choral
reading
as
tollow:
1..
Read
and
understand
the
poem.(e\rery
word
/line/slanza)
2.
Read
it
abud
several
times,
and be sure
to
pronounce
each
word
correctly.
3.
Decide
which
parts
are
most
imponant,
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
sectiory'lines or write
:enthusiastically"
next to an
exciting section,
5.
Practice
reading
the
poem
aloud
concentraling
this
time
on
--
o Speaking
clearv
and distinctly
o
Paying attention to
timing, pauses,
pacing
and intonation
6, Ask another
group
to listen to
your
reading, and ask them these
questions:
o Which words/
pans
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, enthusiastica.lly
or
quietty?
7. Make notes about
which wordg
lines b
emphasize
and
wlren to
change
the reading
pace.
8. Use
appropriate
voice,
gestures
or hcial expressions
to
help create a sense
o,
meaning
to
the
poem.
9. Set
the
poem
to
music by choosing
a musical
piece
that
might
go
well
with
the
meaning
ol
the
poem.
10.
Listen
to the
melody ol
your chosen
song,
and malch
it to
your
poem.
11.
Record
)our
readings
lo spot
problem
line/s
,
and
fD(
these
poblem
spots
later
with
the
group.
12.
Prepare
masks,
props,
costumes b
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
contest.
.
Process
the
presentation,
and
allow them
to
give
ieedbacks.
o
Have
them
evaluate
and assess their
inq
the
rubric.
34
.
8/9/2019 2010 Sec Eng1 q3
16/16
Resources:
L.
"Pliant
Iike A
Bamboo
2.
"Sad
Little
Houses" by
Amparo
Asuncion
3.
"Soothing
as
the
Night
Winds Are"
by
Salvador
espinos
4.
"The
lrresponsible
Heart"
by
Serafin lanot
5.
"l
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"
10.Questions"
11."Ballad
of
A Mother's
Heart" by
Jose
La
Villa
Tierra
12."The Cricket"
Materialsffech
nologies
Needed
:
L. lnformational
Aids:
graphic
aids
2.
Multimedia/TechnologicalAids: computer,
LCD,
DVD,
Cd
3.
Art
Materials
4.
AssessmenUEvaluation
Aid:
rubrics
35