Eng Narrative Q3 Topic 2

download Eng Narrative Q3 Topic 2
  • date post

    03-Oct-2014
  • Category

    Documents

  • view

    272
  • download

    3

Embed Size (px)

Transcript of Eng Narrative Q3 Topic 2

Quarter 3: Poetry

Topic 2: Poetic Devices in Afro-Asian Timeframe: 15 days Poetry STAGE 1 Content Standard: Performance Standard: The learner demonstrates understanding of how imagery, figurative The learner performs in a ( e.g. choral, sketches/drawing, dance, language, sound devices, symbolism and other poetic devices shape dramatic, song ) interpretation of an Afro-Asian poem. the meaning of Afro-Asian poetry.

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. 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

Essential Question/s: How are meaningful perceptions being shaped in Afro-Asian poetry?

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.

1

STAGE 2 Product or Performance Task: An oral interpretation of an Afro-Asian poem Evidence at the level of Understanding Explanation Explain the appropriateness of literary/ poetic devices used by the author. Performance Performance assessment of an Oral Interpretation of an Afro-Asian poem based on the following criteria:

Interpretation -Voice Interpret Afro-Asian poems through illustrations. -Delivery -Interpretation Application -Mastery Produce a well-prepared, creative and -Gestures /Body Movements Imaginative Choral Interpretation of an -Props -Language Conventions Afro-Asian poem. Perspective Compare Afro Asian language, oral traditions and poems that reflect their customs, culture and societies. Empathy Understand how and why people react differently to poems based on their background knowledge, purpose and point of view. Self-knowledge Recognize ones knowledge, strengths, and values as effect of ones understanding and appreciation for Afro-Asian poems read.

2

STAGE 3

Teaching/Learning Sequence: 1. EXPLOREAt this stage, the teacher should be able to do the following: Establish 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 shape the meaning of AfroAsian poetry.

Introduce the EQ How are meaningful perceptions being shaped in Afro-Asian poetry? Conduct a short item needs assessment to check learners readiness and competence on the pre-requisite skills to the task at hand (both in poetry and language readiness)

Let the learner share their knowledge on Afro-Asian Literature particularly poetry Inform the learners of their major output, that is, choral Interpretation, and that they will be assessed based on the given set of criteria.

3

Suggested Activities: Activity 1: Symbols 1. Use a power point presentation or a chart containing the pictures below. 2. Ask them to identify the ideas the pictures represent.

3. Process students answers and explore schema established by the activity. 4. Use this as springboard in activating prior knowledge

4

Activity 2: Image of Sanctuaries 1. 2. 3. 4. Group the students into five. Each group must come up with a name reflective of environmental sanctuaries (e.g. ocean, forest, sky, hills etc.) Each group will have to list all the words, ideas or objects present in their chosen environmental sanctuary. Use the graphic organizer below as a model.

Smell

Feel

Sight

Taste

Hear

5

Activity 3: Sensory Imagery 1. Choose a passage or a poem that contains sensory images. 2. Ask the students if they have ever encountered these images in real life. 3. Use the learners responses as springboard for the E.Q. Activity 4: An Eye for a Heart 1. Ask the students the following questions: Does seeing a beggar affect you? How? What does this feeling mean to you? 2. Let the students watch a video clip of a beggar begging for food and money. 3. Ask them the following questions: What were you thinking of while watching the video clip? Can you identify any similarity between a personal experience and the experience of the child in the video? What makes the video interesting? NB: Include the source of the video clip here. Activity 5: Poets Treasure Chest 1. 2. 3. 4. 5. 6. Below are quotations about poetry from famous Afro-Asian poets. Ask students to form four (4) groups and pick a treasure chest containing quotations about poetry. Let a representative pick a treasure chest. Let them discuss within the group what the quotation is all about. Let them highlight words or phrases that strike them most. Ask the following questions: What words or phrases strike you the most? Why? What do they say about poetry? How are these ideas related to your knowledge of poetry? Do these words appeal to you emotionally? How? How do these words shape the meaning of poetry? 7. Use this activity as a springboard for EQ. 8. Introduce the EQ How are meaningful perceptions being shaped in Afro-Asian poetry? 9. Encourage the learners to give tentative answers/assumptions.

6

Poetry expresses the idea; song regulates the sounds; dance enlivens the attitudes; these three have their principal in man's heart, and it is only the later that musical instrument lends their help. - Li Chi, Record of Rites

Poetry is a deal of joy and pain and wonder, with a dash of the dictionary. - Kahlil Gibran

Poetry presents the thing in order to convey the feeling. It should be precise about the thing and reticent about the feeling, for as soon as the mind responds and connects with the thing the feeling shows in the words.

- Wei T'ai

A poet is a bird of unearthly excellence, who escapes from his celestial realm, arrives in this world warbling. If we do not cherish him, he spreads his wings and flies back into his homeland - Kahlil Gibran Quote / Quotation

7

Activity 6: Thinking about Feelings 1. Tell the students to search and read an Afro-Asian poem that they like. 2. Ask them the following questions: How does the poem affect you physically? (blush, smile etc.) What makes you happy/sad/angry in reading a poem? How do you handle your emotions after reading the poem? Tell them that they need to present choral interpretation, and that their performance will be assessed based on a given set of criteria.

2. FIRM UPAt the stage, the teacher should be able to the following: Make the learner understand the imagery, sounds, figurative language and symbolism in African poetry; Asian poetry through the varie authentic activity. Use participles and participial phrases in expressing appreciation of the of poems explored and in describing ideas, thoughts, feelings and observations. Engage them on the following meaningful and challenging activities to analyze, generate and test their understanding Provide feedback to check for understanding.

Activity 7: The Q-Matrix Revisited 1. 2. 3. 4. Have the students grouped into five (5). Provide them with a copy of The Bewildered Arab by Jami Allow them to read and study the poem. Use the Question Matrix (Q-Matrix) form below.

8

Event Past Possibility Probability What did the Arab do?

Choice

Person

Which course of action did Who did the action? he choose?

What can he do to solve Which option can be of Who can help the the problem? better use? character? What would happen to him Which would be the better Who would help a if hes lost for a month? choice? lost boy in the city?

Imagination

What might be the impact Which might be the best Who might be Arab of the problem to him? choice? in this current time?

Activity 8: Character Organizer

1. 2. 3. 4.

Provide students with copy of the poem Marriages are Made by Eunice deSouza Ask them to read and analyze the poem. Encourage them to answer the Poetry Character Organizer below. Process the activity by asking the following questions: How did you feel while doing the activity? How well did you find the character in the poem?. What are their positive and negative traits as suggested/ hinted in the poem? How did you find the poem? What can you say about arranged marriages? Do you think this is fair? What will you do if you are in that situation?

Positive Points

Negative Points

Elena 9

Positive Points

Negative Points

Francisco Marriages Are Made by Eunice deSouza' My 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. 10

Activity 9: My Figurative Language Checklist 1. 2. 3. 4. Ask students to work in pairs. Tell them to identify examples of figurative language in poetry on their own. Make them explain the purpose for the figurative language and how it contributes to the theme of the poem. The chart below may be used as a guide.

Figurative language

Specific examples found in the poem

metaphor simile personification allusion apostrophe

Activity 10 : Pictur