2010 Secondary Education Curriculum English I

Quarter 3 : POETRY

Topic 3: Types of Poetry, Poetic Devices and Choral Reading Stage 1

Time Frame 12 days

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. Essential Understanding Understanding the special qualities of each type of poetry and the poetic devices used provide succinct ideas about the richness and beauty of poetry. Learners will know 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

Performance Standard: The learner interpretatively and proficiently performs in a Choral Reading of a poem. Essential Question: How do types of poetry provide succinct ideas about the richness and beauty of poetry? Learners will be able to understand the distinct qualities of narrative, lyric and dramatic poetry recognize 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 relate the poem read to own experiences to clarify its meaning express agreement and disagreement to values presented in the poem read participate actively in the presentation of a creative choral reading 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 phrasing and pausing in reading a poem aloud 20

Stage 2 Product or Performance Task Choral Reading of a poem read

take part in modifying a poem for choral reading perform in a choral reading adjusting rate, pitch, tone, stress, tempo, juncture and volume of voice to suit the meaning of the poem 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 understanding and appreciation of a poem Evidence at the level of Performance The learner interprets a poem through Choral reading based on the following criteria: Voice Quality Facial expression Delivery Phrasing/blending/pausing/timing Rate Enunciation Accuracy Language convention

Evidence at the level of understanding Learners should be able to demonstrate understanding covering the six (6) facets of understanding: Explanation Justify that the special qualities of poetry provide succinct ideas about richness and beauty of poetry. Prove a close connection among the elements of and poetic devices used in a poem to bring out its meaning. Synthesize the message of the poem. Explain the relationship existing between subject and verb in a given sentence.. Interpretation Judge the importance of poetic devices to communicate meaning. Critique how creative and imaginative a choral reading is. Translate ideas from the poem read by using correct S-V agreement. Application Present choral reading of one type of

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poetry. Use effective strategies in choral reading of a poem. Read aloud a poem with fluency. Use experiences from the arts to express ideas creatively. Communicate colorful ideas using correct S-V agreement.

Perspective Compare 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. Empathy Relate insights on the essence of poetic devices used by the author. Reach a common understanding on how to present an effective choral reading. Self-knowledge Reflect on the effective strategies to be utilized in making meaning through choral reading. 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. EXPLOREAt 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 special qualities of each type of poetry and the poetic devices used which provide succinct ideas about the richness and beauty of poetry. Take up the essential question, How do types of poetry provide succinct ideas about the richness and beauty of poetry? with the students. Make them answers the question and cue them into the big ideas by activating their prior knowledge or past experiences. Use non-formative assessment to check/evaluate learners readiness and competence on the prerequisite skills to the tasks at hand. Inform the students of how they will be assessed and that their output is an interpretative and proficient performance in a choral reading of a poem. Ask the learners to share what they know about the special qualities of each type of poetry and the poetic devices used.

Suggested Activities: The Hidden Gems Invite the students to take a closer look at the picture, drawing ,illustration or painting showing one example of Filipino culture and/or tourist spots, and ask them the questions: * What are you reminded of when you see this illustration? * What message does this illustration/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 answer the question : How do I express myself? The Flavor of Experience Ask the students to work in. Tell them to compare and find a common bond from their answers. Have them rank what cheered them up or make them feel excited, and ask them this question: Do they suggest poetry to you?

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Surprise or No Surprise! Invite the students to listen to a song (preferably one that highlights typical positive/negative Filipino attitudes/ habits/ beliefs/ customs/ tradition). Process the learners answers. Ask them to answer these questions (in small groups of five ): 1. What is the song all about? 2. Which is the catchiest tune or the hookline of the song? 3. Which part is the chorus? 4. What do you like about it? 5. What do you think is the purpose of the song? Have them share their ideas with the rest of the class.

Soar Like an Eagle Invite the students to watch a video showing some snapshots/scenes on how Filipinos hurdle and survive crisis/difficult times/problems or on unique Filipino traits/ practices/beliefs, tradition or customs. Have them relate the video to the lines of the song they listened to earlier, and ask them to share their feelings about the two. What do We Know? Tell the students that poems are like snapshots, and each one captures a feeling or a moment in time" Allow them to reflect on the meaning of the quotation, and ask them to answer these questions: * What does each snapshot make you think of? * How does each one make you feel? Have them share their ideas with the rest of the class. A Second, Third Look Tell the students that it is always a good idea to look at the title of the poem theyll explore, for the title gives a clue to the central metaphor or the controlling idea in the poem. Ask them to rearrange and put the word in their correct order. e.g. Bamboo / Pliant / Like / A Have them guess what the poem will present e.g. tell a story express a strong feeling or experience share thoughts, feelings about a subject or observation Ask them to share their thoughts/feelings with their classmates.

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Setting the Landscape Remind the students to recall the elements of a poem and how they are interconnected in contributing to the total effect or meaning of the poem. Check what they know/dont know about the elements and qualities of the three types of poetry. The Uncommon Ask the students to group the given expressions as to what is common and what uncommon way of expressing ideas is. Have them reflect on which way of expressing ideas, feelings thoughts is more effective. Tell them to share their ideas with the rest of the class. 2. FIRM UPAt this stage, the teacher should be able to do the following: Make the learners illustrate or crystallize their knowledge of three types of poetry, the special qualities of each type, the poetic devices used and the S-V agreement through the varied activities you will provide them. Engage them in meaningful and challenging activities that promote cooperative learning and that will enrich what they have learned. Provide them opportunities to analyze, generate and test their understanding. Give comments and suggestions.

Suggested Activities Words Come Easy A Hunt Read the poemPliant like a Bamboo to the students, and ask them to jot down the words which mean the same as those described on their cards. Ask them to interpret each key word through miming it (through action) afterwards. A Lot of Explain to the students the two general points to consider in unfolding the central images of a poem and that the fusion of its sound and meaning is achieved through focusing on its aspects/elements . Present to them the two (2) points of consideration i.e. 1. approach of the poem that clarifies the speaker and the one being addressed (mankind in general or a particular person), setting, tone and mood. 2. aspects to be given special attention i.e. a. what is unusual e. rhythm / rhyme b. images and imagery f. story line 25

c. figurative language g. meaning/theme Ask them to check which ones havent touched / explored yet, then which need to be given attention first.

Adjusting The Focus Clarify to the students that tone is the speakers or authors attitude towards the subject, and in reading a poem, they have to depend on words alone to discover the speakers attitude. Ask them to work in groups of eight (8)and read the poem assigned to them( Pliant like A Bamboo,Sad little Houses by Amparo Asuncion, Soothing As The Night Winds Are by Salvador Espinas, The Irrepressible Heart by Serafin Lanot, I Shall Not Pass This Way Again, Blades Of Grass) Tell them to think about the character who is speaking. Have them reread the poem two or three times to reveal the speakers feelings and ask them to choose from the word pool which show the speakers attitude or tone. Word pool: admiring Bored Joking optimistic satisfied serious sarcastic wishful worried

Allow them to share their answers with the rest of the class. Process the learners answers.

I Wonder If Ask the students to recall that mood is the feeling the poem creates in the reader, and tell them to identify what kind of feeling the poem, Pliant Like A Bamboo creates / builds in them. Tell them to choose from the list the feeling the poem builds in them. (amusement, anxious, calm, excitement, hatred, joy, love, negative, peacefulness, relaxation, tension, etc.) Make them answer these questions: - How does the poem affect you? - How does the poem come alive for you? - Which part/lines of the poem is the most important to you? Why? Poem Jamboree Ask the students to form groups of six(6), and read the poems assigned to them. Have two or three members of the group to take turns in reading aloud the poem assigned to them. (e.g.A Sigh In The Dark by Angela M. Gloria, Maria Claras Song by Jose Rizal, Man Upon The Cross by Conrado Pedroche, Little by Little, Question, Ballad of A Mothers Heart by Jose la Villa Tierra, Poem ,The Cricket ) 26

e.g. 1. Who is the speaker? 2. Who is being addressed? 3. What is it trying to tell? 4. Does it present something new? 5. How does the poet make the experience come to life for you? 6. etc. Have them present / share their findings with the class. Guide them to a guessing (what type of poetry) game where they will infer which is / are--1. narrative poem/s 2. lyric poem/s 3. dramatic poem/s Discuss with them the qualities of each type of poetry, and have them cite lines / parts of the poem which do the best job of recreating experience. Ask them to reaffirm which poem 1. tells a story 2. is spoken by one or more characters to express intense feelings or thoughts 3. expresses thoughts, feelings, observation of human condition and has musical quality Have them draw inferences (educated guesses based on evidence/s) .about the speakers situation, attitudes, and personality traits. They may use the chart like the one shown to record their details and words that reveal information about the speaker. Speakers words Speakers attitude Speakers action Inferences Type of poem

Title of the poem

Process the learners answers.

Fluffy Like A Cloud Discuss with the students when and how do words are used imaginatively rather than literally in poems. Have them try examples of figures of speech to be analyzed. Ask them to point out and make sense of the comparisons made in the examples. Tell them to analyze how ordinary things are described in a new way called figurative language and discuss with them the distinct qualities of simile, metaphor, personification and hyperbole. 27

Allow them to retain their groupings (by ten) and read another poem (from other groups) to find examples of figures of speech used. Ask them to list similes, metaphors and personification from their chosen poem. They may use the chart like the one shown: poem simile metaphor personification hyperbole

Tell them to share their findings with the class. Have them compare the connotation of the figurative language found in each poem like: Poem Figurative language Connotation

Ask them which similes, metaphors, personification are most effective, then theyll prove their contention. Invite 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 different 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. I am like a _____________________________. Jealousy is like a ________________________. My best friend is as ____________________________________. Tell them to find at least 3 examples of hyperbole and 3 examples of personification from the poems explored in class. Have them explain what is actually happening and what is exaggerated fro each example of hyperbole. Process the learners answers. The Sly Spy Tell the students that a symbol serve as a key to the meaning of a poem. Explain to them that symbolism calls for higher 28

reality and that it deepens level of poems meaning. Ask them to reread the poems they explored in class, and list the objects that they think are used as symbols, and ask them to think of other symbols used in other poems. Have them jot the meaning that each symbol has, and discuss with them how the meaning of the poem or the total effect is connected to and is achieved effectively through symbols. Process the learners answers.

The Seed Maker Retouches Tell the students that each of them is a seed maker who needs to retouch the poem assigned to them and their job is to develop discussion seeds to the group. Explain to them that the seeds are their comments, ideas, feelings which theyll share to the group as they answer these questions: 1. What is so interesting or surprising in the poem? 2. What feeling, idea, or experience does the poem create? 3. Which words/ lines/ stanza interest you a\or stand out the most? 4. Which line/ part/ stanza is important to you? 5. Which lines/ part make you angry/ puzzled/ excited? Why? 6. Which ideas/ lines in the poem remind you of other things you have read or experienced in your life? Give comments and suggestions. __________________________________________________________________________________________ Grammar Patrol/Linkages Ask the students to write their common findings on the board, and tell them to spot the presence of subject and verb in each sentence. Have them spot errors in each sentence ( focus on S-V agreement). Discuss with them ways to make subjects agree with the verbs, and highlight the need to focus on the correct forms of verbs. Explain other salient points in making verbs agree with the subjects. Make them abstract and elicit details to come up with the correct concepts and rules for the grammar in focus. Ask them to use the correct forms of verbs to (agree with the subjects) complete the given expressions. Process the learners answers.

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3. DEEPENAt this stage, the teacher should be able to do the following: Provide learners with thought provoking questions that will make them reflect, revisit, rethink and revise/strengthen their earlier assumptions about the three types of poetry, the special qualities of each type, the poetic devices and the appropriate language structure. Address the learners uniqueness, strengths and weaknesses by providing them with differentiated instruction as needed. Engage them in meaningful and challenging activities that promote cooperative learning and that reinforce what they have learned. Engage them in metacognitive and meaningful self-evaluation. Provide feedback to check for understanding.

Suggested Activities A Meeting with the Speaker Persona Invite the students to imagine that each of them meets the speaker, and ask them to share--- which of the speakers insights would they like to discuss with him/her - which of the experiences make them change their mind or strengthen their resolve about something or see something about themselves in a new light Instruct them to observe correct S-V agreement in expressing their ideas. Have them share their ideas orally in class. Process the learners answers.

What If... Explain to the students that life is full of twists and turns, and ask them to think back of an important turning point in their lives when they were able to do something good / bad to others. Have them imagine how things would have been different if they didnt do it. Ask them to imagine they had the power to change the world to a better one because of their action. Invite them to express what they would do in complete sentences observing correct S-V agreement.

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Portraits of Imagination 1. Metaphor Poem Encourage the students to write a metaphor poem following this structure Line 1 ---says that each student is something else Line 2 ---says that the students friend is something else Line 3 says that the students life is something else Ask them to observe correct S-V agreement. Give comments and suggestions. 2. Japanese Lantern Poem Invite the students to create pictures and feelings with words in a Japanese lantern poem they will write following this pattern: Line 1 ---has one syllable Line 2 has two syllables Line 3 has three syllables Line 4 has four syllables Line 5 has one syllable (just like Line 1) Give comments and suggestions. 3. Parts of Speech Poem --Noun Poem Invite them to use their rich imagination and write a parts of speech --noun poem, and to follow this structure: Line 1 ---consists of an article and a noun Line 2 --consist of two (2) adjectives joined by a conjunction Line 3 ---has two (2) verbs joined by a conjunction Line 4 -has an adverb Line 5 ---has a noun that relates to the first noun. Give comments and suggestions. 4. Sense Poem Inspire students to think of a strong emotion they experience (sad, happy, angry, excited, horrified,etc.) , and write a poem using that emotion as the seed. Ask them to follow this pattern: Line 1 ---name their emotion and give it a color e.g. Embarrassment is red. Line 2 ---tell how it smells Line 3---tell how it tastes 31

Line 4 ---tell how it sounds Line 5 ---tell how it feels Have them use simile/s, metaphor/s, and observe correct S-V agreement. Give comments and suggestions.

Poetry Posters Invite students to work in groups of five (5), then combine artworks and poetry in colorful and inviting posters to be hung in school hallways / corridors or bulletin boards. Give comments and suggestions

Upbeat Happiness Invite the students to prepare a specific 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 Give comments and suggestions.

Let it Sing Invite the students to choose a song(pop, rap, inspirational, rock, religious, ethnic, classical, country, etc.), and match it to a poem they like. Ask them to try writing new words to go with the music, and use metaphor, simile, personification, hyperbole or symbolism . Remind them to observe correct S-V agreement. Invite them to sing their song to class, and to use musical accompaniment of their choice. Give comments and suggestions.

Monologue Invite the students to imagine each one is a plant , an animal, or an object, and deliver a monologue in which each speaks about oneself, telling what his/her life is like. Tell them to use imagery, figures of speech and S-V agreement. Give comments and suggestions. 32

Tripartite Performance Select (at random) a group of three students who will work as a trio on the lines selected from 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 observe correct S-V agreement in their expressions. 4. TRANSFER +++At this stage, the teacher should be able to do the following: Have the learners make independent application of their understanding on how the special qualities of each type of poetry and the poetic devices used contribute to the richness and beauty of poetry. Make learners interpretatively and proficiently perform in a choral reading of a poem. Have them see the connection between tasks and the world. Provide feedback to check for understanding.

Video Reel Invite them to watch a video , and listen to a choral reading of a poem. Ask them to observe keenly and find what is interesting, important in the performance they viewed and listened to. Explain to them the basic facts/ salient points of presenting choral reading, considering its functions and elements. Listening for Poetic Sounds Ask students to work in pairs, and take turns in reading a poem aloud. Tell them to listen for musical sounds created by words, and to consider the mood/ feeling created by the sounds. Invite them to consider and remember to use the same style of producing the sounds for their actual choral reading performance. Give comments and suggestions. Stretch, Play and Exaggerate Have students work in groups of seven (7), and ask them to read the poem aloud while one member of the group poses as a conductor who will raise his/her arms up (for loud tone), arms down (for soft), arms left (for slow), and arms right(for fast tempo). Tell them to sing the part of the poem to a well known melody where they fit the words to music. Allow them to compete who will read the poem the fastest. Invite them to translate the poem to L1(mother tongue) Give comments and suggestions. 33

Dramatic Reading Invite the students to read aloud the poem assigned to them, and decide which parts need to be emphasized through the use of gestures, change of tone, volume of voice, adjusting tempo, pitch, pace, and intonation Ask them to use facial expressions that match and go with the tone 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. Tricky Helps Divide the class into three big groups, and ask them to brainstorm on ways that they can use /apply to present a creative, and effective choral reading of a poem. Have them share their ideas with the class, and later on check them against the tips in preparing and presenting a choral reading as follow: 1. Read and understand the poem.(every word /line/stanza) 2. Read it aloud several times, and be sure to pronounce each word correctly. 3. Decide which parts are most important, 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 section/lines or write enthusiastically next to an exciting section. 5. Practice reading the poem aloud concentrating this time on ---o Speaking clearly 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/ parts 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, enthusiastically or quietly? 7. Make notes about which words/ lines to emphasize and when to change the reading pace. 8. Use appropriate voice, gestures or facial expressions to help create a sense of meaning to the poem. 9. Set the poem to music by choosing a musical piece that might go well with the meaning of the poem. 10. Listen to the melody of your chosen song, and match it to your poem. 11. Record your readings to spot problem line/s , and fix these problem spots later with the group. 12. Prepare masks, props, costumes to 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 feedbacks. Have them evaluate and assess their presentation by using the rubric.

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Resources: 1. Pliant like A Bamboo 2. Sad Little Houses by Amparo Asuncion 3. Soothing as the Night Winds Are by Salvador espinos 4. The Irresponsible Heart by Serafin lanot 5. I shall not Pass This Way Again 6. A Sigh In the Park by Angela Manalang Gloria 7. Maria Claras Song by Jose Rizal 8. Man upon the Cross by Conrado V. Redoche 9. Little by Little 10. Questions 11. Ballad of A Mothers Heart by Jose La Villa Tierra 12. The Cricket Materials/Technologies Needed: 1. Informational Aids: graphic aids 2. Multimedia/Technological Aids: computer, LCD, DVD, Cd 3. Art Materials 4. Assessment/Evaluation Aid: rubrics

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