Teacher: Ms, J.M.

CARINGAL Grade Level 8

February 10-13, 2020
Daily Learning Log Date: Subject English

Quarter 4th

I. OBJECTIVES A. develop critical thinking skills; A. explain that poems come in all different shapes and
B. express love for poetry thru differentiated activities; and sizes.
C. interpret the lines from the poem by paraphrasing it. B. use schema and observation to identify characteristics of
poetry.
C. share what they know about poetry.
II. CONTENT
A. Topic: The Rubaiyat of Omar Khayam Poetry - Rhyme Scheme
B. References: Language in Lit. Afro-Asian Literature Language in Lit. Afro-Asian Literature
C. Values: discipline Cooperation
III. LEARNING Powerpoint presentation, marker, LED TV - Shel Silverstein, "Invitation"
RESOURCES - Poetry Folders
- KWL Chart
- Poetry Ingredients Words
- Poetry Ingredients Anchor Chart
- Observation Graphic Organizer

IV. LEARNING
STRATEGIES
A. Activity A. Pre-Reading Students should be seated on the carpet with a partner.
They will be expected to turn and talk to this partner
a. Unlocking of Difficulties throughout the lesson.
1. turret- a small narrow tower on top of the building or a larger
tower Students will Turn and Talk with a partner to discuss
2. prospers- successful and do well anything that they know about poetry and/or poems. Chart
3. anon- quite soon under "K" as students share what they already know about
poetry/poems - it can be something they read once in a
4. battered- old and in poor condition because it has been used
poem, anything they have observed, etc.
a lot
5. pomp- the use of a lot of ceremony, fine clothes, and
decorations, especially on a special occasion.
 6. abode- place where you live
7. repentance- making it clear that you are sorry for doing it.

B. Analysis Binary Game 1. Review The Rubaiyat of Omar Khayam

In this activity, students will tell the binary opposites of the
different ideas below: 2. Demonstrate how to look at a poem to make
Positive- North- observations.
Darkness- Life- 3. Model how to fill out the graphic organizer with what
they notice in the poem
B. Reading

This will be followed by reading of poem and discussion of each

stanza.

C. Abstraction C. Post-Reading
The teacher will ask the students to paraphrase or re-state a
particular line from the poem. After the students gave their idea or
interpretation about the line, the teacher will also share his thought
about the particular line.
1. Students turn and talk with a partner to discuss the
rhyme scheme. Teacher calls on students to label the
poem and adds the labels to the chart.
2. The poem has a rhyme scheme of AABB, two lines
right after one another rhyme. But, not all poems have
this type of pattern. They’ll read another poem to
determine the rhyme scheme.
3. Have the students make observations about the poem
and add them to the graphic organizer.
4. Students will go back to their seats to work
independently observing poetry. Make sure students
know that they are allowed to read poems with others,
if they wish, in order to discuss and fill out the
graphic organizer.
5. Several poems will be printed out and in a pile on
each table. There will be different types, ranging in
variety and subject matter. Make sure that there are
different levels of poetry for students who are at
different reading levels.
6. Encourage students to talk with one another about
what they have observed and written down.

D. Application Life and Death Concept Map
The students will choose any line from the poem, and then they
will interpret what it means through the form of drawing.
Direction: Choose a particular line from the poem. In a short
bond paper, interpret your chosen line through the form of drawing.
V. ASSIGNMENT Study how words rhyme in the poem.
7. Students will place their observation worksheet in
their Poetry Folders when they have finished.
(Differentiated Instruction)-
1. Pull a small group of students for conferencing if they
appear to be having difficulty grasping the concept of
rhyme scheme.
2. Have poems of varying reading levels and lengths at the
tables.
3. Make sure most of the poems have some pictures to go
along with them to help students understand the poem.
4. Students who finish early, and have completed the exit
ticket, may label more than 3 poems or read poems from a
poetry anthology.
Round 2
1. Small group instruction for students who are reading at
a very low level.
2. Kid-friendly poetry - poems written by students.
3. Highly accessible poetry - for many reading levels.
4. High-interest subject poetry.
5. Poems that students have heard/read before.
6. Provide more difficult poetry for students who are
reading at a high level or are more advanced.
7. Talk with advance students about why the poet wrote
the poem.
Students will select in the poetry box to choose for their
Pocket Poem of the day for the following day.
VI. REFLECTION