ST. JOSEPH’S INSTITUTE INC.

Candon City, Ilocos Sur

High School Department
S.Y. 2018-2019

LEARNING PLAN 1
SUBJECT: ENGLISH 8
TOPIC: Elements of poetry and other Literary Skills
CONTENT STANDARD: The learner demonstrates understanding of: African
literature as a means of exploring forces that human beings
contend with; various reading styles vis – à-vis purposes of
reading; prosodic features that serve as carriers of
meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and
cohesive devices in presenting information.
PERFORMANCE STANDARD The learner transfers learning by composing and delivering
a persuasive speech based on a specific topic of interest
keeping in mind the proper and effective use of parallel
structures and cohesive devices and appropriate prosodic
features, stance, and behavior.
LEARNING COMPETENCIES: EN8RC-Ia-7.2: Scan for logical connectors to determine
the text type

EN8V-Ia-10.2: Determine the meaning of idiomatic

expressions by noting context clues and collocations

EN8LC-Ia-5.1: Listen for important points signaled by

volume, projection, pitch, stress, intonation, juncture, and
rate of speech

EN8LT-Ia-8: Describe the notable literary genres

contributed by African writers

EN8G-Ia-7: Use parallel structures

EN8WC-Ia-1.1: Generate ideas and their relationships

Objectives: ACQUISITION: identify elements of poetry, use of
idioms in sentences, and tone, mood, technique and
purpose of the author.
 MAKE MEANING: use speed reading; parallel structures
in words, phrases, and clauses; context clues, and point out
sensory images.

TRANSFER: make notes using graphic organizer;

organize ideas in one-step word outline, and skim to
determine key ideas.
PERFORMANCE G- To make a poem that shows appreciation of Philippine
TASKS Culture.
( OUTPUT/ PRODUCT ) R- You are a writer that expresses how important to
appreciate the Philippine Culture.
A- The teacher and Students
S- You are one of the members of famous writers in the
Philippines that aim to highlight the appreciation of
Philippine Culture.
P- To write a poem that shows the importance of
Philippine Culture.

LESSON OUTLINE:
During the lesson, the learners will:
1. Introduction/Review: be reminded with the learning objectives and learning
competencies which will be posted on the board
2. Motivation: 4 PICS 1 WORD
3. Instruction/Delivery: read and understand the Poem “The Village of Round and Square
Houses” by Ann Grifalconi and also the discussion on some Elements of Poetry and other
Literary Skills
4. Practice: experience various activities about Poetry
5. Enrichment: engage themselves in the Video-clip Presentation
6. Evalua:tion: answer the following activities on their official book in English 8,pp.9-10
MATERIALS: PowerPoint Presentation, Book
RESOURCE De Vera, Estrella E., Francisco, Nelda R.,
Gonzales, Carolina T. & Yu, Pilar R.(2017
Edition) Essential English Grade 8: Worktext
in Literature and Language. 856 Nicanor
Reyes, Sr. St.1997 C.M. Recto Avenue, Manila
Philippines: Rex Book Store, Inc.
PROCEDURE
INTRODUCTION:
Presentation of Learning Objectives and Learning Competencies on the Board.
MOTIVATION:
4 PICS 1 WORD
Mechanics:
The class will guess what word they can create out of 4 pictures.
Students will raise their hands and stand as being recognized his/her name.
1st pictures are about Mother Nature
2nd pictures are about Volcanic Eruption

Motivational questions:
Did you enjoy the simple game?
Is the game easy or hard?
Are all enjoyed guessing the word/s? Therefore, we shall begin the lesson by remembering
this line “HAPPINESS BRINGS SUCCESS!’
INSTRUCTIONAL/DELIVERY
Starting Questions:
1. Why do we find stories told by our parents or grandparents endearing?
2. Can you think of tales that have been handed down from generation to generation?

*reading the excerpts from the poem “The Village of Round and Square Houses”

Discover how Americans lived through the narrative poem that follows. First, go over the title
of the poem and try to imagine or visualize the setting. Picture out how a round and square
houses look like. See to it that you interact with the poem by scribbling your responses to the
questions written alongside the story.

The Village of Round and Square Houses

By: Ann Grifalconi
(excerpts)

It was not until I was almost full-grown;

And left my village
That I found our village was like no other.
For the men live in square houses,
And the women, in round ones!
To me, this seemed the natural order of things.
“But what is it like?” you ask.
I will tell you how it was-and is- for me.

I grew up in my grandmother’s farm

In the village of Tos that lies
At the foot of Mother Naka
In the Bameni hills of West Africa.
We planned yams and corn and tobacco
And the finest coffee grown in the Cameroons.
Our village was always happy and peaceful-
A good place for boys and girls to grow up.
Group Activity:
1. Who is Mother Naka in the story?
 2. What were some of the things that she told to the villagers?
3. What Image do the fourth and fifth stanzas create in your mind?
4. Who is the following?
- Tall gray things
- Round gray things
- Small gray stones
5. Why Grandma did tell this story to her granddaughter? Give one possible reason.
Discussion on some Elements of Poetry and other Literary Skills:
A: Rhyme- it the repetition of a sound in certain words.
*End Rhyme- a rhyme that occurs at the end of lines.
*internal Rhyme- a rhyme found within a line.

Here is an example of a poem that uses Rhyming:

Fire and Ice

by: Robert Frost

Some say the world will end in fire,

Some say in ice.
From what I’ve tasted of desire
I hold with those who favour fire.
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice.

The words fire and desire rhyme, as well as the words ice, twice and mice. Also, hate and
great rhyme.

*Rhyme scheme- is the pattern in which rhyming happens.

Example:
There once was a big fat cat, (a)
That liked to eat cute little mice. (b)
All day he watched while he sat, (a)
For those mice that tasted so nice. (b)

# Assonance- It is the repetition of vowel-sounds within non-rhyming words.

Example:
Annabel Lee
By: Edgar Allan Poe
And so, all the night-tide, I lie down by the side
Of my darling, my life and my bride.
The repetition of i sound in both lines is assonance because it repeats the vowel sound.

# Consonance- It is the repetition of consonant sounds within words, but not at the start of a
word. Often times, consonance refers to the end ( like ”nk” in sank and think).
Example:
Ladder and bitter
Spelled and scald
Dress and boss

There is a repetition of the consonant sounds at the end of each lines.

# Alliteration- It is the repetition of the beginning sounds of words. “Tongue Twister” often
use alliteration.

Example:
Sally sells seashells by the seashore.
Arthur already answered questions about the account.
Bob boasted about his beautiful bride.

There is a repetition of the beginning sound of each lines.

B. Rhythm- It is the pattern of stressed and unstressed beats.

*rhythm of a poem is how the words flow within each meter and stanza.
*rhythm comes from the Greek, meaning “measured motion.”

Rhythm of a poem is how the flow within each meter and stanza. Writers create rhythm by
repeating words, phrases or even whole lines and sentences in a poem. Rhythm in poetry
might mean that certain words are said more forcefully than others, or certain words are held
longer. This produces a rhythmic effect which stresses specific parts of the poem. The music
you listen on the radio is not that much different from the poetry of long ago. The music you
listen to is ago, we hear the rhythm and feel the emotions that are common to all human
beings. One easy way to hear meter and rhythm is to read the poem aloud.

C. Tone- It is the author’s attitude towards a subject or audience.

Examples:
amused angry cheerful light informal critical clear formal gloomy humorous ironic
matter-of-fact optimistic pessimistic playful sad serious sincere suspicious witty

- He approached the task with the sheer determination. He had studied his plans
carefully, spent hours preparing and was sure of his approach. The hors he spent
practicing were gruelling and exhausting but he was ready. This was the year he
would win the pie eating contest at school.
According to the Author’s descriptions, what is the tone?
- Serious, Intense, Formal, Focused
D. Mood- the feeling that the readers get from the story.
Examples:
light-hearted welcoming suspenseful liberating foreboding painful threatening terrifying
lonely cold confining joyous inclusive tense peaceful hopeful tender violent
- He approached the task with the sheer determination. He had studied his plans
carefully, spent hours preparing and was sure of his approach. The hors he spent
practicing were gruelling and exhausting but he was ready. This was the year he
would win the pie eating contest at school.
According to the setting, what is the mood?
- Playful, Informal, Silly, Exciting

E. Sensory Images- are mental pictures created by words that describe what we see, hear,
touch, taste, and smell.
F. Theme- it the central underlying message, usually about life or human nature.

G. Author’s Purpose
*writing to inform
Examples: newspaper and non-fiction articles in magazines
*writing to entertain
Examples: short stories, novels, humorous essays or poems
*writing to teach
Examples: school textbooks and workbooks
*writing to persuade
Examples: editorials, letters to the editor, and movie, book, and music reviews.

H. Idioms/Figures of Speech- do not take the word in literal meaning/ simile, metaphor,
personification and hyperbole

PRACTICE
Activity 1: Match the rhyming words below. The first one is done for you.

1. big tower
2. caught strive
3. cover shell
4. clock vision
5. teach dove
6. power reach
7. love clover
8. drive taught
9. commission flock
10. smell dig
Activity 2:
Now that you know the words that rhyme in the poem Fire and Ice by Robert Frost, label the
rhyme scheme on the lines to the right. The first rhyme is labelled for you.

Fire and Ice

 By: Robert Frost

Some say the world will end in fire, (a)

Some say in ice.
From what I’ve tasted of desire (a)
I hold with those who favour fire.(a)
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice.

Activity 3: Underline the Alliteration in the tongue twister.

Peter Piper picked a peck of pickled peppers.

Did Peter Piper pick a peck of pickled peppers?
If Peter Piper picked a peck of pickled pepper,
Where’s the peck of pickled peppers Peter Piper picked?

Activity 4: Complete the chart, analysing some of the idioms that appeared in the poem. Give
the literal meaning as well as the figurative meaning of the italicized idioms. Use context
clues to help you figure out their meanings.

IDIOM LITERAL FIGURAIVE

MEANING MEANING
Then one peaceful night before anyone
alive remembers
Old Naka awoke from a long sleep.
The black night was split open like a
coconut.
The people cried out to Naka
The people lifted their hands and looked
about
When they came to the burned-out
village
You, tall gray
things and you,
round gray things
 Activity 5:
Direction: match column A to column B. Write the letter of answer before each number.
____1) Add insult to injury
____2) Bite off more than you can chew
____3) Best of both worlds
____4) be glad to see the back of
____5) you are the apple of my eyes
____6) blessing in disguise
____7) at the drop of a hat
____8) a hot potato
____9) barking up in the wrong tree
____10) actions speak louder than words
____11) ball is in your court
____12) devil’s advocate
____13) back to the drawing board
____14) best thing since sliced bread
____15) do not judge a book by its cover
A) Speak or issue (most current)
which many people are talking
about
B) It is up to you to make decision or
step
C) Looking in the wrong place
D) All the advantages
E) To present an argument
F) To worsen the situation
G) Judging by its appearance
H) To take on a task that is too big
I) Be happy when a person leaves
J) Without any hesitation
K) When an attempt fails and you
have to start all over
L) A good invention or a good idea
M) Something good that isn’t
recognized at first
N) You gave light to my life
O) You are my favourite
P) People’s intention can be judged
by what they do than what they
say.

Activity 6: Find examples of end rhyme and internal rhymes in “The Village of Round and
Square Houses.” Write them under the proper heading. As many as you find.

End Rhyme Internal Rhyme

:
VALUING

Prepared by:

MR. DAVID GANIGAN

English Teacher

Checked by:

Mrs. MA. TERESA G. PASION

ATL

Comments/suggestions:

Date Submitted:

__________________

Noted and Approved by:

SISTER NELA A. RAMIREZ, SPC

Directress/HS Principal

Comments/Suggestions: