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Quarter 3 : POETRY Topic 3: Types of Poetry, Poetic Devices Time Frame L2 days
and Choral Readinq
Stage I
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
2L
I
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
1. EXPLORE
Suggested Activitiesr
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Surolise or No Sulprisel
. lnvite the students to listen lo a song (preferably one that highlights typical positive/negative Filipino attituded habits/
. beliets/ customv tradition), Process the learners' answers.
Uutat do We Know?
. Tell the students that 'poems are like snapshots, a1d elgl
-olle.9qr!u-!ps_A tse.lEg -ol.1m,o!!q!!!!U'1q9"
. Allow them to reflect on the meaning of the quoEtion, and ask them to ansrver these questions:
* what does each snapshot make wu think of?
. Have them share their idears with the rest ol the chss.
' How does each one make you teel?
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Y Setfno lfie Landscape
. Remind the students to recall the elements of a poem and how they are interconnected in contributing to the "btal elfecf or
'meaning. of the poem.
. Check whal they knowdon't know aboul the elements and qualities of the three types ot poetry.
The Uncommon,..
. Ask the students to gmup the given expressions as to what is "common' and what "uncommon" way ot expGssing ideas is.
. Have them reflect on which way of expressing ideas, Eelings thoughts is more efEctive.
. Tell them to share their ide.rs with the rest of the class.
2. FIRM UP
A Lot o1...
. Explain to the students the 1wo general points to consider in unfolding the central images of a poem and that the lusion of its
sound and meaning is achieved through bcusing on its aspects/elements .
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c. figurati\re language g. meaning^heme
. Ask them to check which ones havent touched / explored yet, then which need to be given attention first.
. Allow tlem to share their answeB with the rest ot lhe class.
. Process the learners' answers.
I Wonder ll...
. Ask the students to recall that mood is the beling the poem creates in the reader, and tell them b identify uvhat kind of
ieeling the poem,'Pliant Like A Bamboo" creates / builds in them.
. Tell them to choose from the list the heling the poem buikls in them.
(amusement, anxious, calm, excitement, hared, joy, love, negative, peacefulness, rehxation, tension, etc.)
. Make them ans,r.rer these questions:
- How does the poem afiect Wu?
- How does the poem come alif- tor Wu?
Which padllines ot the poem E he nost impodant b WU? Why?
r/goem-lamtorce
. Ask the students to iorm groups of six(6), and read the poems assigned to them.
. Have two or three members of the group to take turn_s in reading aloud the poem assigned to lhem.
(e.g.IA Sigh ln The Da*'byAngela M. Gloria, iMaria Clara's Song" byJose Rizal,.lt\lan Upon JtE Crqss'by Conrado
liA
Pedmche, ,,r_Liuq.by Linle', 'Question',Je-4!qd- Molhera-Heaf by Jose h Mlla Tierra, iPoem' ,"The Cricker )1
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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.
. 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.
Title of the ooem Soeaker's words Soeaker's attitude Soeaker's action Inferences Tvoe of Doem
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.
. Tell the students that a symbol serye as a key to the meaning ol a poem, Explain to them that symbolism calls br higher
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reality and that it deepens level of poem's meaning.
. Ask them to re€ad 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.
. 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 fe€ling, 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.
. 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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I
3. DEEPEN
Suggested Activities
. lnvite the students io imagine that each of them meeb the speaker, and ask them b share.-
-which ol the speaker's insights would they like b discuss with him/her
-which ol the experiences make them change their mind or strengthen their resofue about something or see something
about themselves in a new light
. Instruct them b observe correct S-V agreement in expressing their ideas.
. Have them share theh ideas orally in class.
. Pocess the barners' ansl,vers.
What 1f...
. Explain to the studenB that lite is tull of twists and tums, 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 it they didnl do it.
. Ask *lem to imagin€ they had the power to change lhe world to a better one because of their action.
. lnvite them to express whal they would do in complete senEnces obseMng correct S-V agreement.
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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.
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
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I
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.
. 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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!
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 +++
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.
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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.
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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"
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