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20L0

Secondary Education

Curriculum

Quarter

3 : POETRY Topic

3: Types

of

Poetry, Poetic

Devices

and

Choral

Readinq

Time Frame

L2

days

Stage

I

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.

Performance Standard:

The

learner

interpretatively and

proficiently performs

in

a

Choral

Reading of

a

poem.

Essential

Understanding

Understanding

the

special

qualities

of

each

type

of

poetry

and

the

poetic

devices used

provide

succinct

ideas

about the

richness

and

beauw

of

poetrv.

cd'''i5"

Essential

Question:

How

do

types of

poetry

provide

SilcCinct

ideas

about

the

richness

and

beauty of

poetry?

Learners will

know

r

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

Learners will

be

able

to

/.

understand

the

distinct

qualities

of narrative,

lyric

and

dramatic

poetry

r

recogflize 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

,/o

relate

the

poem

read

to

own

experiences

to clarify

its meaning

t.

express

agreement

and

disagreement

to

values

presented

in

the

poem

read

41

participate

actively

in

the

presentation

of

a

creative

choral

reading

21

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

ohrasino

and

pausinq

in

reading

a

poem

aloud

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7

t

take

part

in modifying

a

poem

for

choral

reading

t

o

perform

in

a

choral

reading

adjusting rate,

pitch,

tone,

stress,

tempo,

juncture

and volume

of

voice

to

suit the

meaning

of

the

poem

r.

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

understandino

and

annreciation

of

a

ooem

Stage

2

Product

or

Performance

Task

Choral Reading

of

a

poem

read

Evidence

at

the

level

of

understanding

Learners

should

be able

to demonstrate

understanding

covering

the

six

(6)

facets

of

understanding:

Exolanation

i.

Justify

that

the

special

qualities

of

poetry

provide

succinct

ideas

about

richness

and

beauty

of

poetry.

r

Prove

a close

connection

among the

elements

of

and

poetic

devices

used in

a

poern

to

bring

out

its

meaning.

/.

Synthesize

the message

of

the

poem.

y

.

Explain

the

relationship

existing

between

subject

and

verb

in

a

given

sentence..

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

Evidence

at

the

level

of

Performance

The learner

interprets

a

poem

through

Choral

reading

based on

the following

criteria:

Voice

Quality

Facial expression

Delivery

P

hrasing/blend in

g/pausinglti

min

g

Rate

Enunciation

Accuracy

Language

convention

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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

Teaching

and

Learning

Sequence

1.

EXPLORE

At this stagq

the

teacher

should

be

able

to do

the

tollowing:

o

MaRe

the

learners

aware of the

desired

result,

that

is,

for

himlher

to

demonstrate

understanding

of

the

specral

gualities

of

en,ch

type

of

poetry

and

the

poetic

devices

used

which

provide

succrnct

ideas

about

the

richness

and

beauty

of

poetry.

c*irse

o

Take

up the essential

question,

"How

do

types of

poetry

provide

Siiiiifict

ideas

about

the

richness

and

beauty of

poetry?"

with

the

students.

Make them

ansurers

ff

e

guestion

and cue

them

into

the

big ideas

by

activating their

prior

knowledge

orpast

experiences.

o

Use non-tormative assessment

to

checklevaluate

learners' readiness

and competence

on the prerequisite

skills to the tasks at

hand.

e

Intorm

the

students

of how they wiil

De

assessed

and

that their output

is

an

interprdative

and

proficient

pertormance

in

a choral

reading

of

a

poem.

o

Ask

the

learners

to

share

what

they

know about the

specral

gualities

of each

type

of

poetry

and

the

poetic

devices

used.

Suggested

Activitiesr

The Hidden Gems

.

lnvite

the

students to hke

a

closer

look

at the

picture,

drawing

,illusfation

or

painting

showing one example

ol

Filipino

culture

and/or

burist spots,

and ask them

the

questions:

*

What

are

you

reminded of

when

u

see

this illustration?

*

What

message does

this illusfafion/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

ansver

the

que$ion

:

How do

I

express

nyselt?

The

Flavor

ol

60edence

.

Ask

the students to vvork in.

.

Tell them to

compare

and

lind

a

common

bond

from

their

answers.

.

Have

them

rank

what

cheered

them

up

or

make

them leel excited,

and ask

them this

question:

Oo

they

ggest pow

to

Wu?

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t,

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.

.

Ask them

b

reaftirm

which

poem

l.

tells

a

story

2.

is

spoken

by one

or

more

chaEcters o express

intense

feelings

or

thoughB

3. expresses

thoughts,

feelings,

observation of

human

condition

and

has musical

quality

.

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.

.

Process

the learners' answers.

Flulfy

Like

A Cloud

.

Discuss

with the

students

when

and

how do

words are

used

imaginatively

rather

than litelally

ln

poems.

.

Have

them try examples

of figures

of

speech

to

be

anatlzed.

.

Ask

them to

point

out

and

make

sense

of

the

comparisons

made

in

the

examples.

.

Tell

them

to

anallze

hqw

odinary

things

a.re.Oescribed in

a

new

way

called

"figuEtive

language"'

and discuss with them

the

distinct

qualities

6t

similt,

metaphor,

peqsilnltiiation

and

hyperbole.

Title

of

the

ooem

Soeaker's words Soeaker's

attitude

Soeaker's

action

Inferences

Tvoe of Doem

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.

Allow them

to retain their

groupings

(by

ten) and

read

another

poem

(from

othef

groups)

to

lind

examples of

figures

of

speech

used.

.

Ask

them

b

list

simihs,

metaphors and

personmcafion

trom their

chosen

poem.

They may use the chan fike the one shown:

poem simile metaphor personification hyperbole

.

Tell

them to

share

their findings with the

class.

o

Have them compare the connotation of the figurative

language

found

in

each

poem

like:

Poem

Fiourative

lanouaoe Connotation

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.

The

Slv

Spy

.

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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a

reality

and

that it deepens

level

of

poem's

meaning.

.

Ask

them to

read

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.

The Seed Maker Rebuches

.

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 feling,

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.

Grammar

Prtrolrlink

g :s

.

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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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.

2. Japanese Lantem Poem

.

lnvite

the

students to

create

pictures and

feelings

with

words

in

a

Japanese

lantern poem

they

will write

following

this

patern:

Line

1

--has

one syllable

Line

2

-

has

two syllables

Line

3

-has

three

syllabhs

Line 4

-has

four syllables

Line

5 -.ias one

syllable

(iusr

like

Line 1)

.

Give

comments

and

suggestlons.

3.

Parfs

ot

Speech Poem

--Noun

Poem

.

lnvite them

to use their

rich imagination

and

write

a

parts

of speech

-noun

poem,

and

to lollow this structure:

Line

1

---consists

of

an anicb and

a

noun

Line 2

--consist

of

two

(2)

adjectives

joined

by a

conjunction

Line 3

--has

two

(2)

verbs

ioined

by a

conjunction

Line

4

-has

an

adverb

Line

5

-has

a

noun

that relaEs to

the fiIst

noun.

.

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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\J)

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.

Poetrv

Postels

.

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

+++

At

thrs

stagq

tlre

teacfier

should

be

able

to do

thefollowing:

o

Have

the

learners

make independent

application

of

their

understanding

on

haw

the

special

guallfies

of each type

of

poetry

and the

poetic

devices used

confributeto

the

rrchness

and

beauty

of

poetry.

t

Make

learners

interpretatively

and

proticiently

pefiorm

in

a choral

reading

of

a

poem.

o

Have

them

$ee

the

connection between

fasks

and

the

world.

o

Provide

feedback

to

check

for

understanding.

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.

Llstenlng

ior

Poetic

Sounds

.

Ask

students to

v'/ork in

paits,

and take

turns

in reading

a

poem

aloud.

.

Tell

them

t0

lis@n

ior

musical sounds created

by

words,

and

to

consider

the mood

heling

created

by

the

sounds.

.

lnviE

them lo consider

and

remember

to

use

the

same

sMe ol

pmducing

the sounds for their

actual

choral

reading

perbrmance.

.

Give comments

and suggestions.

Stretchr

Plav

and

EEooerate

.

Have students

work

in

groups

of seven

O),

and

ask

them to

read

the

poem

aloud

wlrile one

member ol

the

group

poses

as

a

conductor

who will

raise

his/her arms up

(for

loud

tone),

ams

down

(for

soft),

arms lefi

(for

slow),

and

arms

right(tor

fast

tempo).

.

Tell

them

to

sing

the

part

ol

the

poem

to

a well

-known

melody

where

lhey

fit

the

tvods

to

music.

.

Allow

them

to

compete

who will

read

the

poem

the

fastest.

.

lnvite

them to

translate

the

poem

to Ll(mother

tongus)

.

Give

commenb

and suggestions.

33

8/9/2019 2010 Sec Eng1 q3

15/16

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.

34

.

8/9/2019 2010 Sec Eng1 q3

16/16

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"

Materialsffech

nologies

Needed

:

L. lnformational

Aids:

graphic

aids

2.

Multimedia/TechnologicalAids: computer,

LCD,

DVD,

Cd

3.

Art

Materials

4.

AssessmenUEvaluation

Aid:

rubrics

35