OZYMANDIASPercy Bysshe

Shelley

SAMPLE LESSON PLAN

YEAR LEVEL: III TOPIC: “OZYMANDIAS” BY PERCY

BYSSHE SHELLEY

OZYMANDIAS

I met a traveler from an antique land

Who said: Two vast and trunkless legs of stone

Stand in the desert… Near them, on the sand,

Half sunk, a shattered visage lies, whose frown,

And wrinkled lip, and sneer of cold command,

Which yet survive, stamped on these lifeless things,

The hand that mocked them, and the heart that fed

And on the pedestal these words appear:

‘My name is Ozymandias, king of kings:

Look on my works, ye Mighty, and despair!’

Nothing beside remains. Round the decay

Of that colossal wreck, boundless and bare

The lone and level sands stretch far away.

Objectives: In this lesson, the students are expected to

1. Investigate the range of meanings/ connotations of selected words

2. Show an understanding of the poem’s meaning by drawing conclusions about the setting and the characters

3. Write a short verse about the legacy they would like to leave for this world

Motivation: Bring a picture that depicts what your legacy will be to this world.

SKYWAY OF FIDEL V. RAMOS

Lesson Proper:1. Pre-Reading Activity-

Former President Fidel V. Ramos calls the Skyway his “legacy to the Filipino people.” What do you think is the legacy of the following: Mahatma Gandhi, Cory Aquino, Ferdinand Marcos, Jose Rizal?

2. What would you want to be your legacy? In pairs, show and explain the picture of your legacy.

3. Investigate the word “legacy”: Is it something material? What other words are synonymous to it? From whom does it come? To whom is it given? For what purpose?

4. While Reading Activity- As you read the poem, look out for the following words: sneer, shattered, cold, colossal, antique. Place it along the cline to show possible range of meanings:

positive ----- neutral ----- negative

5. Class Discussion--Characters: How many? Who are they?--Setting: Where?--What is Ozymandias’ legacy to his people? What kind of leader was he? What words/phrases hint at his character?-- At what point would you place him on the cline below?

benevolent ---- kind ---- cruelloved ---- popular ---- fearedweak ---- efficient ---- passionate

-- What is the effect of having these two lines come one immediately after the other? “…Look on my works, ye Mighty and despair!/Nothing beside remains…”-- Explain how irony is shown in the story of Ozymandias.

6. Synthesis: Pretending to be the story-telling traveler, narrate the story of Ozymandias in the fewest sentences possible.

7. Post-Reading Activity– review the picture of your legacy. Write your epitaph, addressed to the community/family/person to whom you wish to leave your legacy.

INTEGRATING LANGUAGE AND LITERATURE:

An Approach to Teaching Literary

Texts

Rosalia A. Pison

Question:

How do we teach literature in the

Philippine High School setting?

Reality check

In the Philippines, literature is one component in conjunction with the teaching of listening, speaking, reading, and writing.

Literary texts are used as materials for helping students acquire reading competencies.

Literature is used for exposing students to the creative use of language.

Where is the emphasis?

The emphasis is NOT the study of literature, but the USE of literature as a tool for learning other skills.

DEFINING THE INTERFACE

LITERATURE IS BOTH BODY AND SOUL – FORM AND MEANING, LANGUAGE AND CONTENT.

What are the goals of subject areas?

The literature teachingto enhance reading skills and gain appreciation for the content and meaning of a literary text

The language teaching provide opportunities for students not to practice the language but also to gain awareness of its creative forms and functions.

LITERATURE

INTERPRETATION OF TEXTSAPPRECIATION OF

THEMES/VALUES/CULTURE

LANGUAGE PRACTICELANGUAGE AWARENESS AND

APPRECIATION

FIG. 1: THE LANGUAGE-LITERATURE INTERFACE

“LITERATURE IS LANGUAGE IN USE AND THEREFORE NOT SEPARABLE FROM LANGUAGE”

(Carter and Long, 1991)

THE LINGUISTIC VALUE OF LITERATURE

The studies reviewed by Devine (in Carell, et al. 1988) suggest a symbiotic relationship between Language Proficiency and Reading Proficiency: Second Language Learners who had acquired better language proficiency were more efficient readers; Conversely, those who had greater exposure to written material had better chances of improving their language proficiency.

Icoz (1992) suggests an important consideration for this framework:

In order for a literature course to be maximally beneficial, it should be conducted in such a way that it becomes neither a language course for practical skills nor a pure literature course with a view to a specialization in literature.

SYSTEMATIZING LANGUAGE-LITERATURE INTEGRATION

Balance between attention to content

(literature) and language (linguistic

features)

key point:

The Teaching of Literature must be characterized by the following

qualities:

Emphasis on the Central Role of the Text

Student-centered Classroom

The Use of Variety of Activities

THE CENTRAL ROLE OF THE TEXT

Let the students experience the language of the text itself rather than a presentation of ready-made interpretations.

Attention to linguistic features (patterns, collocations, etc.)

Students need to be encouraged to constantly refer to the text first to fully figure out what a literary passage means.

TEXT MANIPULATIONA method that can assist students in gaining sensitivity to the language of a text and focusing on certain aspects that can lead to its meaning. The close investigation of a text becomes a personal investment which will sharpen students’ responses and encourage independent and active reading.

THE STUDENT-CENTERED CLASSROOM

“ALLOWS MORE EXPLANATION OF THE LITERARY TEXT BY THE LEARNERS THEMSELVES AND INVITES LEARNERS TO DEVELOP THEIR OWN RESPONSES AND SENSITIVITIES” – Carter and Long, 1990)

ExamplesOpen questionsMapping reading journeysWriting personal response to a literary piece

A VARIETY OF ACTIVITIES

According to Gardner’s Theory of Multiple Intelligences (Martel, 1989), Learners are “highly whole persons who learn best when all their senses and emotions and their many kinds of intelligences are actively involved in the process of learning.”

Objectives: 1. Investigate the range of

meanings/ connotations of selected words

2. Show an understanding of the poem’s meaning by drawing conclusions about the setting and the characters

3. Write a short verse about the legacy they would like to leave for this world

Critiquing

The preliminary discussion and activity cue the students in to the content of the text: the ideas of leadership and legacy

The while-reading activity requires the students to record the impressions given by adjectives . They also pay closer attention to some language features.

Synthesis: Pretending to be the story-telling traveler, narrate the story of Ozymandias in the fewest sentences possible.

The discussion gives attention to the poem’s meaning and form. Students will be challenged to use the language to a deeper understanding of the story’s meaning.

Post- Reading Activity- Review the picture of your legacy. Write your epitaph, addressed to the community/family/person to whom you wish to leave your legacy.

Students are now at the “producing” end of language, that is, speaking and writing in English, and applying the skill of careful word choice for both the short narration and the epitaph.

TO GENERALIZE Literature and Language are inseparable. Language-Literature integration happens naturally. The Real Interface is to give equal importance to language and literature. Students can benefit from an equal consideration of both.

THANK YOU FOR LISTENING!