Life as an Artwork: 2012

Saint Theresa’s College

Cebu City

High School Department

LEARNING PLAN

2011 – 2012

Quarter: Third

Topic:

§ The Nature, Features and Elements of Afro-Asian Poetry

§ Poetic Devices in Afro-Asian Poetry

§ Afro-Asian Contemporary Poetry

Time Frame:

November 7-11;

November 14-18;

November 21-25;

November 28-December 2; December 5- December 9;

December 12- December 16

Established Goal: (STC Vision – Mission, A.T.E., E.S.D. )

The learner demonstrates literary and communicative competence through his/her understanding of the different genres of Afro-Asian Literature and other text types for a deeper appreciation of Philippine culture and those of other countries.
Students will better understand the values of stewardship, interconnectedness, prayer, commitment, harmony and self-discipline as a learner, daughter and friend through a wide array of poems that generally reflect life in all its subtleties and beauty.
Students will appreciate poetry as a way of communicating with God, or any other religious entity in the world's myriad of belief systems.
Students will exhibit fluency and competency in the realm of speaking and creative writing as they are honed to become news literate and media vigilant.

Transfer Goal:

Students will be able to use their learning for communication, self- expression, creativity, differentiation, unification, fluency and competency as they discover rich cultures following logical, coherent language framework.

Stage 1- Learning Objectives

Essential Understanding

· The nature, special qualities, features and elements of Afro-Asian poetry work together to set it apart from the poetry of other cultures.

· The structure and content of Afro-Asian poetry reflect the people’s identity that contribute much in promoting and enriching their beliefs, attitudes, tradition and culture; thus help in the betterment of the society and the world.

· Imagery, sounds, figurative language, symbolism and other poetic devices add up in shaping the meaning of Afro-Asian poetry as much as they connect ideas to familiar, ordinary but significant experiences.

· Imperatives are used to give orders/requests, commands, advices, warning or instructions.

· Imperatives are good bridges to emphasize feelings, actions, thoughts and observations.

· Participles add vigor to writing as they add information to sentences.

· Time period/culture/history can all

have an effect on a poet’s world view or

message.

· Poets make deliberate and thoughtful decisions about style, tone, rhythm, structure and word choice.

Essential Question

· How different or similar is Afro-Asian poetry from poetry of other cultures?

· What makes poetry different from other forms of literature?

· How are meaningful perceptions being shaped in Afro-Asian poetry?

· Why do learners study Afro-Asian poetry?

· How do imperatives impact one’s speaking or writing?

· How important are participles and participial phrases?

· What is the significance of a poem’s cultural and historic context?

· How do poets make effective poems?

Students will know…

LITERATURE

· The nature, features and elements of Afro-Asian Poetry

· The different rhetorical background culture, customs and other societal factors that helped shaped the Afro-Asian poetry

· The basic poetic devices used in Asian Poetry

· The characteristics and elements of Haiku / Hokku and Tanka

· Figures of Speech

LANGUAGE

· Imperatives

· Participles and participial phrases

· Infinitives

SPEECH

· Reading a poem

· Poem interpretation

· Verbal and non verbal cues

· Syllables

LIBRARY AND RESEARCH

· Research on different Afro- Asian poems and poets

MEDIA EDUCATION

· Afro- Asian Film Review

· News Literacy

WRITING

· Writing a haiku/ tanka

· Figurative language

· Writing a Reaction Paper

· Film Critique

SRA and READING

· SRA Power Builders

· Rate Builders

· Skills Development Lesson Cards

· SRA Listening Skill Builders

Students will be able to…

Cognitive

1. describe the nature, features and elements of African Poetry

2. discuss the nature, features and elements of Asian poetry

3. describe sensory images used in Afro-Asian poetry

4. recognize the use of symbolism in Afro-Asian poetry

5. discuss the role of figurative language in shaping the meaning of Afro-Asian poetry

6. compare Afro-Asian poems to draw out similarities and differences in themes and topics

7. analyze the poem through its images

8. use participles and participial phrases as modifiers

9. analyze songs’ message

10. identify imperatives used in context

11. recognize syllables in context

12. identify infinitives used

Psychomotor

13. emphasize one’s feelings, actions, thoughts and observations through the use of imperatives

14. write an original and creative haiku

15. listen for the rhythm, intonation and pacing in a poem read

16. interpret a poem orally

17. research Afro-Asian poets and poems

18. design a creative portfolio of poetry

19. accomplish graphic organizers in brainstorming ideas

20. write rules/covenant using imperatives

21. cooperate actively with peers in the games/activities

22. use technology to learn more efficiently

23. write reflection logs to summarize learning

24. present an African-Asian cultural report

25. write verb conjugation accurately

26. deliver an effective choral interpretation of a poem

27. answer grammar drills correctly

Affective

28. relate the essence of Afro-Asian poetry to the present context of Africa and Asia

29. emphasize one’s feelings, actions, thoughts and observations through the use of imperatives

30. express their feelings through the use of other Afro-Asian poetry

31. understand that the structure and content of Afro-Asian poetry establish its connection to the real world

32.realize that commitment, interconnectedness, harmony, self-discipline are the values that are in accord to God’s joy of healing nature and good stewardship

23. exhibit concern for the social realities, that is, current news

34. extract meaningful themes and values relayed by songs

35. respect covenant/rules by writing imperatives

36. show care for the environment by being law-abiding and prayerful

Stage 2- Assessment Evidence

Product or Performance Task:

a. Original haiku

b. Cultural report (differences between Afro-Asian poetry and the poetry of other cultures)

c. Oral interpretation of an Afro-Asian poem

d. Portfolio of Poetry

Rubric Titles: (with criteria/standards)

a.)Performance assessment of A Cultural

Report based on the following criteria:

• Focus/ Content

• Accuracy Organization

• Visuals Relevance

• Delivery

• Appeal/ Impact

• Voice

b.) An oral interpretation of an Afro-Asian

poem rubric:

· Introduction

· Delivery

c.) A creative and original Haiku

Performance assessment of a haiku

based on the following criteria:

· Focus/Theme

· Imagery

· Rhythm

· Language

· Visuals

Other Evidence:

Formative:

· oral recitation

· grammar drill

· minute papers

· song analysis

· graphic organizers

· games

· oral recitation

· anticipation guides

· video clips

· puzzle

· drill

· guided practices

· trivia sheets

Summative:

· quizzes

· group contest

· poem analysis

· cloze

· board games

· interactive

· composition

· prayer recitation

· poem writing

· learning logs

· newspaper scrutiny

· cultural report

· choral interpretation

· exit slips

· matrix

· whip around

· research

· portfolio

Stage 3- Learning Activities

No. of Meetings: 1 Date:

I. Introduction of the Essential Question

Objectives: (Indicate which objectives in Stage 1 can be achieved in this phase of the lesson.)

Cognitive:

#9. analyze songs’ message

#10. identify imperatives used in context

Affective:

#24. extract meaningful themes and values relayed by songs

#23. exhibit concern for the social realities, that is, current news

Psychomotor:

#17. accomplish graphic organizers in brainstorming ideas

Activity 1: “Heal the…..”

1. Students work in five groups.

2. Using cartolina strips, students complete the phrase and post their answers on the board.

3. Each group shares two to three sentences pointing out reasons for their choices.

4. Guide questions may be phrased as:

a. Is there anything you wish to be healed? What is it?

b. Who or what do you like to heal if you were to speak to God?

Activity 2: If God is a Poet ICT Integration: song “Heal Our Land” by Jamie Rivera

VALUING STRATEGY: Picture without Caption / Freedom Board

1. Students listen to the song “Heal Our Land” by Jamie Rivera.

2. A copy of the lyrics is posted on the board.

3. Process the activity by asking the following questions:

Did you enjoy the song? Why?

How did you feel while listening to it?

Which line/s struck you the most?

In what particular situations would you like to sing the song?

Who do you think are talking in the song?

What images did you form in mind as you listened to the song?

Why does our world need healing? What circumstances can support this dire need?

4. Go over the lyrics and comment on the highlighted words.

What is common among the highlighted words of the lyrics?

What do these words tell you?

What do we call the verbs used to give orders, plea, advice, commands,

warning or instructions?

(Students are led to talk about IMPERATIVES.)

HEAL OUR LAND

By Jamie Rivera

Humble your selves and pray!

Turn from your wicked ways

Heal our land.

Hear our cry.

Turn our nation back to you.

Hear us Oh Lord!

Forgive our sins.

Heal our broken land.

Turn us from our wicked ways.

Come, heal our land!

Activity 3: Eliciting Prior Knowledge on Imperatives

1. Students answer the K-W-L chart on imperatives- importance, description, uses and examples.

(see attachment # 1)

2. Working in groups, students briefly present their K-W-L chart in class for comparison of answers and informal check on misconception that may surface.

3. Post Essential Question: How do imperatives impact one’s speaking or writing?

4. Students write down the question and give tentative responses.

5. Teacher calls five volunteers to unravel their ideas on imperatives, which are to be verified and tackled as the lesson progresses.

*Transition: Let us find out whether all these initial answers are valid and see if there is any key point missed out as we continue with the activities.

Remarks:

No. of Meetings: Date:

II. Interaction with Varied Resources to answer Essential Question

Objectives:

Cognitive:

#10. identify imperatives used in context

#9. analyze songs’ message

Affective:

#19. emphasize one’s feelings, actions, thoughts and observations through the use of imperatives

#24. extract meaningful themes and values relayed by songs

#22.realize that commitment, interconnectedness, harmony, self-discipline are the values that are in accord to God’s joy of healing nature and good stewardship

Psychomotor:

#11. emphasize one’s feelings, actions, thoughts and observations through the use of imperatives

Activity 1: Simon Says

1. The teacher gives commands on behalf of “Simon” as the game name indicates.

2. Students follow instructions as the teacher uses imperatives: Simon Says…

· lift your left hand

· cross your arms

· cover your face

· clench your fist

· scratch your chin

· stamp your feet

· touch your right elbow

· twiddle your thumbs

3. Processing of the Activity

· What have you noticed with the “Simon Says” game?

· What function of imperatives is used?

· How important is it to follow instructions?

Activity 2: Discussion on Imperatives

1. Teacher presents the following imperative statements.

2. Student volunteers are called to group the items into different headings/columns. Sample sentences are represented by the following:

· Look in the drawer of the dresser.

· Watch out for falling objects!

· Leave your coat in the hall.

· Eat an apple everyday.

· Sleep well the night before the trip.

· Please hold the line.

Teacher asks the following:

a. How did you group the statements?

b. How is each statement group different or similar from the rest?

c. What do these sentences relay? What are the imperatives used?

d. How can imperatives be used?

e. How do you use imperatives to express your feelings, actions, thoughts and observations?

3. Teacher enriches the students’ key knowledge or ideas on imperatives given all the preliminary activities. Discussion follows.

4. Revisit answers to EQ 1: Learners compare their prior knowledge to new knowledge.

Were all your responses correct? Which key points?

Are there misconceptions you wrote on imperatives?

What are the new things you have just deciphered?

Activity 3: Linking Language and Literature

Bend with the Willow

Dance with me, my love,
let the rain bathe our senses
as it quenches thirsty ground.
Bend with the Willow
in love’s shades of midnight sway,
beneath deep amethyst seas.
As moon bids goodnight,
her stars will fall to the song
of the gentle leaf-dancer.
North-winds invite her
southern-night-wings, to open
for their dance of evermore.

Celebrate

by Lorraine Stark

Celebrate each day
with me, with a smile
hold my hand and walk with me
on this path of life
we chose to spend together
look into my eyes and know
that I love you so
for your gentle ways
bring me happiness always

The two Asian poems above use imperatives.
Two groups are assigned each poem so as identify imperatives used.
Processing:

§ What type of literary piece is this?

§ What is the theme conveyed by these two poems?

§ What are the imperatives the poem uses?

§ How the imperatives used in the context?

Activity 4: Songs are Poems Too!

1. Students work in groups of five (5) and are given lyrics of the following song:

a. “Lead Me Lord” by Gary Valenciano

b. “Sing Me Your Song Again Daddy” by Cherry Gil

c. “Lift Up Your Hands to God” by Basil Valdez

d. “Tell the World of His Love” by Jamie Rivera

e. “Please Be Careful With My Heart” by Sarah Geronimo and Christian Bautista

2. The groups write three-sentence explanation on the meaning/message of the song assigned.

3. They identify all the imperatives used in the song lyrics.

4. The students share with the class their personal experiences when they have to say these imperatives/lines.

5. Allow them to connect, compare and reflect on these experiences.

6. Processing Questions:

· When is/was the time you have/had to say these imperatives? Why?

· Which among these song titles sings of your situation now? Why?

· What are the imperatives in these songs?

· What are the values these songs preach?

Activity 5: Learning with Technology- ICT Integration: using interactive websites/sources

Students visit the suggested web pages below:

· http://www.engvid.com/imperatives-give-commands-directions/ - reinforcement on the lesson, imperatives

· http://www.youtube.com/watch?v=n1G0tmsruIw – a video clip that enriches knowledge on imperatives

· http://www.scribd.com/doc/3108790/imperative-1-teachers- the link presents discussion and exercises on using imperatives

· http://kidseslgames.com/grammar%20games/Imperatives/Imperatives%20Football%20Game.html- the website offers an engaging and creative interactive game in identifying imperatives

Activity 6: Grammar Drill

A. Imperatives in Student Handbook

· Students go over the student handbook again.

· They look up rules and regulations for student discipline as refresher.

· Single out imperatives used in the document.

B. Worksheets Galore

· Learners answer varied exercises in using imperatives (see attachments #s 2 and 3)

· Treasure hunt- a paper-pen game on following directions aided by imperatives.

C. Imagine you were stranded on a tropical island with your classmates. You have no supervision, no rules, no leader, no food, etc… How would you choose a leader? What jobs would you need? What rules would you have? What if someone broke the rules? Use imperatives in crafting the rules.

D. Imperatives Board Game

Students work in dyads and play the outdoor, imperatives board game. (see attachment # 4 or page link, http://www.eslhq.com/worksheets/preview_worksheet.php?worksheet_id=90979 )

CLOSURE: Three W’s- Students discuss or write

What did we learn today ?

So What ?(relevancy, importance, usefulness)

Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict

where we are going)

Remarks:

No. of Meetings: Date:

III. Integration with the Essential Understanding and Application of the Essential Understanding

Objectives:

Cognitive:

#10. use/identify imperatives used in context

Affective:

#22.realize that commitment, interconnectedness, harmony, self-discipline are the values that are in accord to God’s joy of healing nature and good stewardship

#25. respect covenant/rules by writing imperatives

#26. show care for the environment by being law-abiding

Psychomotor:

#11. emphasize one’s feelings, actions, thoughts and observations through the use of imperatives

Integration: General Theme: “Lead the Way in Bringing Forth Newness of Life”

Environment Education Values- commitment, interconnectedness, harmony, self-discipline

What God created was deemed by God as 'good' (Genesis 1). Light, the earth, seas, trees, animals, and us -- all were created 'good', and all together were deemed 'very good'. This is what the loving God sees in the created realm. Its goodness. Even with all that has happened, even with layer upon layer of disturbance, disorder, disobedience, catastrophe. Even so, what God created, God owns. "The earth is the Lord's, and the fullness thereof", as Psalm 24 says.

Since you thrive in this world, your own little environment also belongs to God. What are your responsibilities in the upkeep of the society you are in? What rules abide you to bring about newness in daily living? Express these rules in imperative form.

2. Class Rules/Covenant!

· For the past few months, since the school year has brewed into new beginnings, a lot of things and events happened. Based on your feelings, perspectives and observation, what rules in class would you have liked to impose granting that students like you become better persons, learners or even daughters? Be able to integrate imperatives in forming these creative class rules.

3. Environmental Prayer- For everything this earth was and has become, let us together, in our most contemplative stance, pray:

Lord God,
We thank you for the gift of life.
We thank and praise you for the mystery of creation.
We know that you are in us,
And we in you.
Guide us, therefore,
In our efforts
To hand on the earth to future generations,
So that others can seek to understand
Your will and purpose in the world,
Bring your love to perfection
And magnify your holy name.
Help us overcome godlessness with love.
Help us support and protect
the victims of climate change everywhere;
Those who’ve lost
their homes or livelihoods
to the ravages of famine, fire and flood.
Teach us to live in peace
And harmony with all creation.
Lord, in your name,
Amen.

Remarks:

No. of Meetings: 1 Date:

I. Introduction of the Essential Question

SESSION 2 (3-4 weeks)

Objectives:

Cognitive:

accomplish the graphic organizers by answering the essential questions

compare Afro-Asian poems to draw out similarities and differences in themes and topics

analyze the poem through its images

Affective

emphasize one’s feelings, actions, thoughts and observations through the use of imperatives

express their feelings through the use of other Afro-Asian poetry

understand that the structure and content of Afro-Asian poetry establish its connection to the real world

Psychomotor:

answer grammar drills correctly

cooperate actively with peers in the games/activities

use technology to learn more efficiently

write reflection logs to summarize learning

Activity 1: Collaborative Poetry!

1. Students work in five groups.

2. Each student gets a 3"x5" index card with one word on it written on top middle part. They choose a one-word topic like sun, love, tree, river, blue, flower, kitten, etc.

3. Each one looks at their card and then must write one line about their topic.

4. After each group member has written a line about their "topic”, each member passes their card to the person on their right. That person will read the first line and will write a second line to continue the poem. The line must relate to that specific poem and must continue the poem.

5. After each member has written their line, they will pass it again to the right. Eventually, the poem will make it back to the owner. The owner will finish the poem with a final line.

6. The result is that each member has a poem about their "topic". Each member has contributed one line to each poem. The groups share their poems aloud.

7. Processing of the Activity:

a. Did you enjoy the activity? Why?

b. How did you choose your topic?

c. What is the structure of the output?

d. Does it look like any of the literary pieces?

e. How many lines are there?

f. What is a form of literary art in which language is used for its aesthetic and evocative qualities?

(Students are guided to mention “poetry” at this point.)

Activity 2: Prior Knowledge

1. Learners work on the graphic organizer to write substantial ideas and words associated with POETRY, it particularly focuses also on Afro-Asian Literature (culture ,beliefs, tradtions, etc.)

2. Answers of the groups are reported to class.

3. Introduce the EQ, “How different or similar is Afro-Asian poetry to poetry of other cultures?”

4. Initial answers on the EQ are also elicited which are to be checked/verified in the series of activities.

5. Inform the learners of their major output, that is, a Cultural Report, and that they will be assessed based on a set of criteria.

Segue: Let us refine your tentative answers and ideas on the important question raised and knowledge on the literary piece, poetry, as the next activities transpire.

Activity 3: “Pinoy Henyo” Game

1. The class breaks into two groups.

2. Each group will select two (2) representatives who will sit in front of the class, before an imaginary spotlight, one at a time.

3. The representative will wear a blind fold and will guess the word to be flashed by the teacher on the board.

4. The representative will first guess the category from which the word belongs (e.g. person, place, etc) before guessing the word itself while the rest of the group members will just say “yes”, “no” or “maybe”.

5. Group one (Africa) will guess the magic words reflective of African culture. The same procedure goes with group two (Asian). The words are easy and familiar, photos aid the game. The words below may be used:

African

Asian

Pyramids of Egypt coffee

siomai Buddha

6. Each representative will be given 2 minutes to guess the magic word.

7. The group with the most number of guessed words wins the game.

8. Processing Queries:

a. How did you feel about the game?

b. What do these words/pictures represent or reflect?

c. What countries can you associate with these words? Why?

d. Can you think of other facts that reflect African and Asian culture?

Activity 4: Border Lines ICT Integration: Songs, “Reflection” and “Circle of Life”

1. Divide the students into two groups.

2. The first group listens to the song “Reflection” from the animated movie “Mulan”

3. The second group listens to the song “Circle of Life” from the animated film “Lion King”

4. The group members write in paper strips the part of the song that they find most meaningful/significant.

5. Answers are displayed on the board.

7. A representative will present the output to the class after the short group buzz on the answers.

8. Process the activity by asking:

a. Why do you find the lines striking?

b. How are these lines related to the culture of the place where the song has originated?

c. What do these lines say about people, attitudes, culture, ideals, heritage and traditions in Asia (for “Reflection”) and Africa (for Circle of Life)?

d. Are there similarities in terms of the song’s message in general?

Segue: Having gained insights into the African and Asian worlds, let us continue learning, re-learning or un-learning the central concepts on poetry.

Remarks:

No. of Meetings: Date:

II. Interaction with Varied Resources to answer Essential Question

Objectives:

Cognitive:

analyze poems for their features/elements

distnguish Afro-Asian poetry from other countries’ poems

Affective:

relate poem’s significance to life

Psychomotor:

utilize the computer to work on interactive websites

Activity 1: Poem Scrutiny

1. The class breaks into four groups.

2. The first two groups are assigned the poem, “Africa” by David Diop and “Africa’s Plea” by Roland Tombekai Dempster for the other groups.

3. Each group analyzes the poems and highlights the words, lines and stanzas that strike them the most.

4. Process the activity by asking the following questions:

a.What African qualities do these lines express?

b. Do you think there is a way of liberating themselves from slavery?

c. What do you think are they all craving for? Why?

d. Do you feel the same way? Why do you say so?

e. Does discrimination exists in African society? Cite lines from the poems that support this claim.

f. What kind of discrimination exists in African society?

5. Given the structure of the two poems, what elements of poetry can you recall? What is poetry like? How does it differ from any other literary form/piece?

Activity 2: Discussion on Afro-Asian Poetry- The Nature, Features and Elements

Sample Questions be Worded as:

1. Do you enjoy reading or writing poems? Why?

2. What is your all-time favorite poem?

3. What makes poetry different from other literary types?

4. What are poetic forms you can recount?

5. Why should one learn poems by heart?

6. Why is poetry a venue for creative writing?

7. How is poetry different from prose?

8. What are the essential ingredients into writing good poems?

9. Why should poets incorporate poetry elements into their works?

The Heart of the Poem

1. Students work in groups of five (5) and are assigned an African/Asian poem to read.

2. They discuss how the author expresses real-life experience via the guide questions:

· What is the poem about?

· Who is speaking in the poem?

· What emotion does it communicate?

· Are there lines which you oppose?

· How do you feel about the poem?

· What is the intention of the author in writing the poem?

· How does the message of the poem appeal to you as a person?

· What does the poem tell about the way of life in the place where it originated?

· How do rhyme and sounds shape the meaning of the poem?

3. Re-visiting EQ: Are there differences or similarities between your initial responses and the new lesson you have just learned? What are those? Have you mentioned any other glitches in your answers? misconception?

4. Valuing Strategy: In-depth Look on Poetry

ü Why do you learn poetry?

ü How do you benefit from learning and reading various poems?

ü If you were to write poems, should you consider cultural context? Why?

ü What does poetry reflect?

ü Can you give some thoughts to the relationship between poetry and language development?

ü How does poetry establish connection to you and life?

Activity 3: Weaving Grammar (Imperatives) and Poetry Rhymes

Integration: Education for Sustainable Development (ESD) Love, Passion for People

1. Students read the poem “The Free Bird and the Cage Bird” by Rabindranath Tagore.

2. They identify lines that express command or request.

3. Process the activity by asking the following questions:

ü What are the lines that express command or request?

ü How important are they in the poem “The Free Bird and the Cage Bird”?

ü What does the poem relay?

ü Would you rather be the free bird or the cage bird? Why?

ü What does it take to love? Would you sacrifice or compromise for a beloved?

ü What are the images painted by the poem?

ü What was the most unforgettable risk you took for a loved one?

ü How do you show love to your classmates, teachers, family and friends?

Activity 4: Learning with Technology- ICT Integration: interactive websites/online activities

· http://www.earobics.com/gamegoo/games/wiznpigs/wiznpigs.html- the web page presents an interesting game that puzzles students through problem solving skills and identifying basic poetry concepts like rhyme, rhythm and alliteration.

· http://teacher.scholastic.com/writewit/poetry/poetry_engine.htm#- poetry juices flowing with the Poetry Idea Engine,this activity allows learners to write haikus, free verse, limericks, and more!

· http://www.poetry4kids.com/blog/category/podcast/- the page offers available poems and podcasts students can read and learn from

· http://www.abc.net.au/splatt/games/poetry/default.htm- the poetry game allows language learners to play with words to drag and to compose good poems

· http://k12east.mrdonn.org/Haiku.html- an in-depth discussion on the glimpses of Haiku as a poetry form

· http://www.bbc.co.uk/schools/teachers/ks2_activities/english/poetry.shtml- this provides a good exercise where students read the poems and answer three questions about each verse

Activity 5 : Afro-AsianWall

1. The class is divided into four groups.

2. They make a collage using photos of Africa and Asia– people, lifestyle, culture etc.

3. Post the output on the wall.

4. Representatives present the group’s work.

CLOSURE: Reflection: ‘Learning log’

Put the following starters on the board. Students choose two sentence starters to respond to.

Starters:

A new lesson I have learnt today is….

One thing I want to improve in my writing is….

I think I have improved in…..

Tonight I can practice…

Remarks:

No. of Meetings: Date:

III. Integration with the Essential Understanding and Application of the Essential Understanding

Objectives:

Cognitive:

use participles and participial phrases as modifiers

analyze songs’ message

conjugate verbs correctly

analyze poems and symbols

Affective:

recount ways on stewardship by relating it to environmental care

demonstrate social awareness by relating current news to poetry

Psychomotor:

write an Afro-asian culture report

listen for the rhythm, intonation and pacing in a poem read

interpret a poem orally

research Afro-Asian poets and poems

design a creative portfolio of poetry

accomplish graphic organizers in brainstorming ideas

Integration: ATE (Media Education- News Literacy)

“Accuracy to a newspaper is what virtue is to a lady; but a newspaper can always print a retraction.”

A. Newspaper-Print Poetry

“Poetry is a mirror which makes beautiful that which is distorted”. ~Percy Shelley,

Nowadays, the world hears rampant violence, grief, immorality and corruption. News bridges to us the state of our own nation just as poetry could conceal anything that is distorted.

Browse the assigned newspaper to you and choose the most pressing issue that alarms you as a student. Since poetry has the power to evoke emotions and stand, freely choose words from the newspaper to compose and design a newspaper-print poetry.

B. Performance Task: Cultural Report

1. Write a report on Afro-Asian culture.

2. The report will be assessed based on the following criteria:

Focus/ Content Relevance Visuals

Voice Organization

4. Teacher guides the students into the task via the websites:

http://ezinearticles.com/?How-to-Write-Social,-Economic-and-Cultural-Reports&id=1244262

http://journalism.nyu.edu/graduate/courses-of-study/cultural-reporting-and-criticism/

http://www.socialreport.msd.govt.nz/cultural-identity/

3. Present the Cultural Report to the class.

Remarks:

No. of Meetings: 1 Date: November 10-11, 2011

I. Introduction of the Essential Question

Session 3 (2 weeks)

Activity 1: Symbols to Dig- Prior Knowledge

Learners decode meanings of the following symbols:

2. Questions:

What do the pictures represent?
Among these symbols, which do you value the most? Why?
How do words create mental pictures?
In poetry, what do you call the tools with which to write poetry and which greatly aid in the understanding and appreciation of poetry?
What are the poetic devices you can remember?

3. Students list poetic devices using the graphic organizer. (see attachment # )

4. The groups present the outputs to the class.

5. Processing:

What are the common answers?

Which responses are unique?

Are there other poetic devices you missed to mention?

6. Introduce the EQ “How are meaningful perceptions being shaped in Afro-Asian poetry”?

Each student writes answers to the essential question in the notebook.

8. Teacher calls on some volunteers to elicit prior knowledge on the “big question”.

Inform the learners of their major output, that is, choral Interpretation.

Activity 2: Environmental Images

1. Students group themselves into five.

2. Each group must come up with a name reflective of environmental sanctuaries (e.g. ocean, forest, sky, hills etc.) and lists all the words, ideas or objects present in their chosen environmental sanctuary.

4. The graphic organizer, imagery tree, is used by all groups to record observation on what they see, hear, feel, smell, taste. (see attachment)

5. Processing:

a. What is the environmental sanctuary your group chose? Why?

b. Did you enjoy recording observation for the different senses?

c. How do you think is this activity related to poetry and its devices?

d. How does imagery make poetry, as a writing form, creative?

Transition: In the course of this lesson, let us see whether all tentative responses are in accord to the poetic device list and other related concepts of poetry as we do counter-check on any misconception you may have.

Remarks:

No. of Meetings: Date:

II. Interaction with Varied Resources to answer Essential Question

Activity 1: Poetry Anticipation Guide

Students answer the Poetry Anticipation Guide wherein the write the letter A or D to indicate whether they Agree or Disagree with the statements. (see attached document)

Activity 2: Poet’s Treasure Chest

1. Below are quotations about poetry from famous Afro-Asian poets.

2. Students form four (4) groups and pick a treasure chest containing quotations about poetry.

4. Let them discuss within the group what the quotation is all about.

5. Let them highlight words or phrases that appeal to them the most.

6. Ask the following questions:

What words or phrases do you like best? Why?
What do they say about poetry?
How are these ideas related to your knowledge of poetry?
Do these words appeal to you emotionally? How?
How do these words shape the meaning of poetry?

Poetry expresses the idea; song Poetry is a deal of joy and pain and

regulates the sounds; wonder, with a dash of the dictionary.

dance enlivens the attitudes; these - Kahil Gibran

three have their principal in man's heart,

and it is only the later that musical

instrument lends their help.

- Li Chi, Record of Rites

A poet is a bird of unearthly

Poetry presents the thing in order to excellence, who escapes from his

convey the feeling. celestial realm, arrives in this

world warbling.

It should be precise about the thing If we do not cherish him, he spreads his

homeland.

and reticent about the feeling, wings and flies back into his

for as soon as the mind responds - Kahil Gibran

and connects with the thing the feeling

shows the words.

- Wei T’ai

Activity 3: Discussion on Poetic Devices via Activities

Character Organizer- “Marriages are Made” by Eunice deSouza

1. Students read the poem, Marriages are Made”, and analyze it.

2. They fill out the Character Quality Study graphic organizer by writing the characteristics and quotes or examples to support the answers/description.

3. Process the activity by asking the following questions:

· How did you feel while doing the activity?

· How well did you find the character in the poem?

· What are the positive and negative traits of the characters as suggested/ hinted in the poem?

· How did you find the poem?

· What can you say about arranged marriages? Do you think this is fair?

· What will you do if you are in that situation?

· How should marriage choice be like? Why?

Figurative Language

Model/Demonstration:

1. Teacher motivates the students by reading the following description aloud:

“She slithered into the room quietly and listened. After several days of observing, she finally uncoiled her long limbs, stretched her neck, leaned against the desk and began speaking, swaying as she spoke. With those first words, she began to slowly poison their minds.”

a. What are the two things being compared? [a woman and a snake]

b. How is the woman described? What does she resemble?

c. Why would the writer liken a woman to a snake?

2. Independent/Pair/Group Work: Figurative Language Hunt!

a. Divide class into several groups and are assigned one or more of the figurative language terms: imagery, simile, metaphor, onomatopoeia, personification, and allusion.

b. Each group’s task is to create a chart that includes the following:

o Title of poem that includes the term(s)

o An “in your own words” definition of the term

o An example of the term from one of the poems (cite the title and author of the poem)

o A picture that illustrates the example from one of the poems or the student example

o The chart on figurative language is to be filled out. (attached)

2. Educational Video Clips: ICT Integration- Watching video clips on grammar lesson

o http://www.youtube.com/watch?v=qPiVfdwAsUg- the class watches the 3-minute video clip that discusses figurative language via rap

o Students take note key points and comment on the video.

o http://www.youtube.com/watch?v=G1c6zF9aJxs&feature=related- an interesting activity lets students watch and listen to Similes and Metaphors in Pop Music Movie and identify similes and metaphors after each song part is played

3. Guided Practice (sample)

Similes:

ü His temper is as _____ as _____.

ü The cookies tasted as bad as _____.

ü The tree is as _____ as _____.

ü Her smile was as _____ as _____.

ü The drink was as _____ as _____.

ü She was as excited as _____.

ü My father is as _____ as _____.

ü The puppy was as _____ as _____.

ü He was as busy as _____.

4.Learning with Technology: ICT Integration: interactive online grammar games

· http://www.starrmatica.com/standalone/starrMaticaFigurativeLanguageBaseball.swf- online baseball game on figurative language

· http://www.kidsonthenet.org.uk/dragonsville/metaphor1.htm- online quiz on metaphors

· http://www.quia.com/hm/80390.html- students name the "figure of speech" word that matches its definition or the example given. (Figurative Language Hangman)

· http://library.thinkquest.org/J0112392/- the link offers discussion/refresher on figurative language and quizzes follow to test knowledge on the topic

· http://www.purposegames.com/game/acacff1f11- a fun and timed game in identifying figurative language used

· http://reviewgamezone.com/games/supershooter/index.php?872&title=Figurative%20Language&id=872- a basketball game using figurative language

c. Picture In My Mind

1. The class breaks into four groups.

2. Each group is provided with manila paper and a marker.

3. Teacher presents the poem, “The Sea” by Kahlil Gibran.

4. Students identify the images that appeal to sight (visual images), touch (tactile), sound (auditory), taste (gustatory), and smell (olfactory).

5. Post their outputs on the board.

6. Representatives share their outputs to the class as the answers are processed/filtered by the teacher.

Activity 4: Poetry Puzzle Practice

1. Each team or pair of students receive different colors of puzzle paper.

2. They cut out the Poetry Phrases and stack them in a pile.

3. The dyads take turns selecting one of the Poetry Phrases to place on the Poetry Puzzle

Practice page with the terms and definitions.

4. Teacher walks around and checks their matches as they work.

Activity 5: Poetry Slash

1. The class chooses a common poem for their textbook.

2. Poetry Splash is an activity to get students to dive into poems without too much

explanation beforehand. The goal is to use poems that will be appealing to

students and that show the students poetry can be fun, surprising and really interesting.

3. Students read the poem independently. While reading, students can annotate the text

using the following marks:

Symbols

* This word or line is cool

! This is something important

? I don’t get it: I don’t understand this line or phrase

4. When completed with reading and marking the poems, students can share their

thinking about their personal interpretation and responses to the poems.

Activity 6: Poetic Device Matrix

1. Students are grouped into six.

2. They research and choose their own Afro-Asian poem and refer to the matrix below as the group output.

Poetic Devices	Specific Devices Identified	Interpretation/Meaning
Imagery
Figurative language
Symbolism

Activity 7: Spot the Image! STRESS PROOF PERSON by Priscilla Ravanes

1. Anticipatory Set

a. How do you deal with stress?

b. What is your stress coping mechanism?

c. What are the sensory images used in the poem?

2. Name the sense from which the images appear.

3. Process of the activity by asking the following questions:

How do images characterize a poem?
How do these images affect you as a person?
Can an image appeal to one’s emotion?
Which lines do you agree with? Why?
In what way can imagery help a person express what he/she feels?

Activity 8: Learning with Technology ICT Integration: interactive activities/online reading

· http://www.funtrivia.com/playquiz/quiz772428da438.html- online quiz on poetic devices

· http://www.topmarks.co.uk/Flash.aspx?b=english/poetry- the link provides a good practice for students on understanding verse used in poems

· http://www.amalnet.k12.il/meida/english/engi2091.htm- the website provides link on poetic devices used in news articles/media

· http://www.funtrivia.com/playquiz/quiz2436841be67e8.html- online quiz on figurative language and poetic devices

· http://poetrycool.tripod.com/devices.htm- a summary of poetic devices and terms

· http://reviewgamezone.com/games/supertaker/?3081&title=Poetic%20Devices&id=3081- an online baseball game in identifying poetic devices

· http://www.studystack.com/matching-47556- a game on Poetic Devices Matching

· http://reviewgamezone.com/game.php?id=3081- the complete game zone on using devices for poetry

Exit Slips: Each student writes a creative, original definition of poetry.

Segue: Let us explore another grammar point set as you continue learning other structures that also help you better understand and write poetry.

Grammar Point: Participles and Participial Phrases as Modifiers

Activity 9: Better-Half Sentences

1. Teacher prepares sets of sentences. Each statement is cut into two, so each team needs to look for the missing piece to make meaningful participle sentences.

2. The past and present participles are highlighted.

3. Guide questions are worded as:

Was it easy to look for the missing pair of the phrase to create a meaningful sentence?
Are there similarities among some words used?
What do you notice with the highlighted words?
How are the two forms different?
What function do these words take in sentences?
What are participles?
What are the two forms of participles?

4. Discussion follows. Students work in groups giving examples of present and past participles.

Activity 10: Conjugate Verbs Contest!

1. The class works in five groups.

2. Teacher flashes verbs in base form one at a time. At the “go” signal, representatives must conjugate the verbs quickly and accurately.

3. Respective tag boards are provided per team.

4. The team that gets the most number of points wins.

Activity 11: Grammar Drill

Students answer the Past Participle Crossword Puzzle. (attached)
Individual worksheets on participles and participial phrases are provided for reinforcement of the lesson.
Processing:

· Why are participles called verbals?

· What is the difference between gerunds and present participle?

· Why do you learn participles (especially as modifiers)?

· How does your mastery on this topic help you in writing or speaking?

Activity 12: Learning with Technology ICT Integration: online activities for lesson reinforcement/enrichment

· http://grammar.about.com/od/basicsentencegrammar/a/creatpartphrase.htm- review on participles

· http://www.chompchomp.com/terms/participle.htm- the link presents a general overview of present and past participles

· http://www.youtube.com/watch?v=EeRv6pCiIsg&feature=related- the video clip uses effective analogies in discussing participles

· http://www.grammar-quizzes.com/participles1.html- online quiz using past and present participles

· http://www.proprofs.com/games/word-search/past-participles/- past participle word search

· http://www.englishexercises.org/makeagame/viewgame.asp?id=2547- a fun game in completing verb conjugation table, filling out past simple and past participle forms

· http://www.chompchomp.com/rules/irregularrules01.htm- comprehensive notes on using participles and other pertinent verb forms

· http://www.testyourenglish.net/english-online/subjects/partgerinf.html- more hand-outs on participles

CLOSURE: Whip Around

· Students quickly and verbally share one or two things they learned in the class for the day.

Remarks:

No. of Meetings: Date:

III. Integration with the Essential Understanding and Application of the Essential Understanding

Activity 1: Poetry – One with People (Integration- Vision-Mission Passion for People, Compassion)

Having learnt the creative realm of poetry (understanding, reading, interpretation and writing), if you were to compose your own poem on love, how will it be worded? What words will you use? How would you organize it to express gratitude and love to the most special people around you? Write a two-stanza poem incorporating figurative language. Address it to your parents, friends, siblings or teachers. Let them sign the poem as proof they have received or read it.

Activity 2: Metaphorically Inspired! ICT Integration: video clip on “Life is like a Coffee”

Since the class has been metaphor-inclined, the students watch the inspirational video clip on YouTube titled, “Life is Like a Coffee”. They point out metaphor and other figurative language used. Valuing questions can be:

Which line is your favorite? Why? How does that relate to your life?
Do you agree that life is like a coffee? What does the analogy mean?
If you were part of the Alumni group, would you have chosen porcelain, plastic, glass, crystal cups?
What does choosing the best cup represent?
What is the “coffee” in our life?
What represents the quality of life?
Do you need the best of everything to be happy? Why?

Activity 3: SPEECH LESSON Integration (First Week) ICT Integration: Speech Lab. lesson

Reading a Poem and Poem Interpretation

1. Teacher directs the class into the following links and disussion:

ü http://writing.wisc.edu/Handbook/ReadingPoetry.html- poetry reading steps such as examining the basic subject of the poem, considering the context of the poem, studying the form of the poem, looking at the word choice of the poem and finishing up

ü http://www.victorianweb.org/technique/howto.html - questions to consider in reading a poem

ü http://www.english.upenn.edu/~mgamer/Teaching/Handouts/readingpoetry.html - article on Reading Poetry: Some Hints to Help You Read with More Pleasure and Understanding

Activity 4: Choral Interpretation ICT Integration: independent research/enrichment

1. The class is guided into doing the performance task, choral interpretation using the following notes:

ü http://www.sasked.gov.sk.ca/docs/mla/speak023.html- Choral Reading or Speaking

ü http://emu1967.tripod.com/choral.htm - Choral Reading

ü http://sheryllontok.com/reading-strategies/?page_id=50- Reading Strategies

ü http://myweb.stedwards.edu/mikekb/ReadStrong/choralreading.html - Types of Choral Reading

2. Divide the class into three (3) groups composing three (3) speech choirs.

3. Ask them to choose an Afro-Asian poem they are to interpret.

4. Tell them that their performance will be assessed using the following criteria:

-Voice -Gestures /Body Movements

-Delivery -Props

-Interpretation -Language

-Mastery -Conventions

CLOSURE: Thumbs Up /Thumbs down

Teacher poses some questions that can be answered thumbs up/down/sideways, asks for explanation of the decisions/responses.

Remarks:

No. of Meetings: 1 Date: November 10-11, 2011

I. Introduction of the Essential Question

Activity 1: “Japan”-ology!

1. There are five groups for the game.

2. Each group is provided with a box and meta strips.

3. They write on meta strips any information that they know about Japan.

4. Drop the meta strips in the box.

5. The game is given a 3-minute time limit. When the time keeper says “STOP”, all boxes should be handed to the facilitator.

6. The group with the most number of answers wins the game.

7. Process the activity by the questions:

How many information have you gathered?
What does this information mean to you?
How is/was Philippines and Japan connected?
What does this connection imply?
How well do you know Japan?
What culture of Japan do you find relevant and interesting?

8. This activity activates prior knowledge.

Activity 2: Trivia Sheets

1. The answers to activity 1 are compared to the facts stipulated in trivia sheets to be provided.

2. Process the activity by asking the questions:

What interesting facts about Japan have you discovered?
What are common between Japan and the Philippines as revealed by these facts?
Which fact did you find most interesting? Why?
Which detail tells you that Japan is a unique country?
How important is identity to a country?
How is it important to a person?

3. Post EQ, Why do learners study Afro-Asian poetry?

4. Students write answers in Ticktacktoe graphic organizer by writing key points in all sections. (attached)

5. Make them aware of their major output, a creative and original haiku based on a given set of criteria.

Activity 3: Syno-bles (Vocabulary) Speech Integration -Syllables

Ask the students to find/write the synonym of some words.
Since haikus follow a pattern in word’s syllables; they should be familiar with a wide range of vocabulary.
The syllables are counted as exercise for syllabication and haiku composition.
The activity is a preparation to students’ writing of own haiku.
Queries:

a. Was it easy looking up/thinking of synonyms?

b. What are syllables? How do you break word parts into syllables?

c. Does poetry always follow syllables?

d. What is one of the most important form of traditional Japanese poetry that follows specific syllable pattern?

e. What is the most common theme of haiku?

Segue: Exploring the little ventures of Japan can benefit you as learners. Let us get to know more how the Japanese poetry form, haiku, communicates culture, meaning, art and life.

Remarks:

No. of Meetings: Date:

II. Interaction with Varied Resources to answer Essential Question

Activity 1:

1. Learners study the haikus below written by Ryunosuke Akutagawa (1892-1927) and J. Hakket.

2. Accomplish the haiku characteristic sheet .

3. Processing of the activity:

Are there images conveyed by the poem?
What is the poem about?
Do you see syllable patterns among the lines?
What have you discovered about haiku?
What makes haiku unique? What distinguishes it apart from other poetry around the world?

Sick and feverish

Glimpse of cherry blossoms

Still shivering.

Half of the minnows

Within this sunlit shallow

Are not really there.

Deep within the stream

The huge fish lie motionless

Facing the current.

Activity 2: Dissecting Haikus

Group the students into (5).

Ask them to study the haikus below written by Matsuo Basho.

Q-Card A

1. What are staves?

2. What related ideas come to your mind when you hear the word

staves?

3. Which idea is being described by the poem?

4. What feelings is the poem trying to communicate?

Each group accomplishes Q-Card.

A. Some of them with staves,

And white-haired-a whole family

visiting graves!

Q-Card B

1. What reality about life is symbolized by “cherry blossoms”?

2. What does Basho have in mind about cherry blossoms? Do you have the same thought about it?

B. Many, many things

They bring to mind –

Cherry blossoms

Q-Card C

1. What does withered branch symbolize?

2. What reality about life is revealed by the relationship established

between the crow and the withered branch?

3. How do you feel about autumn?

C. On a withered branch

A crow has settled –

Autumn nightfall

Activity 3: Exploring Haiku

1.Study the three haiku samples below:

Snow

Gently drifting down

Winter flurries are coming

Tickling my cold face

The Rose

The red blossom bends

and drips its dew to the ground.

Like a tear it falls.

A Rainbow

Curving up, then down.

Meeting blue sky and green earth

Melding sun and rain.

2. Guide Questions:

· What are the common theme for haikus?

· What is “kigo”?

· Does haiku also paint mental image in the readers’ mind?

· What many syllables are there?

· How is haiku structured? How many lines can you use?

· What do these poems merely suggest?

· How can you best interpret haiku?

Activity 4: Guided Practice! ICT Integration: online article reading on Basics of Haiku/Tanka Writing

1. http://www.worddance.com/- article includes How to Begin Writing Haiku

2.http://www.slideshare.net/charlitatrihapsari/teaching-haiku-poem - powerpoint presentation on haiku writing

3.http://www.toyomasu.com/haiku/ - tips on metrical pattern, cutting technique and seasonal theme writing

4. http://www.vcbf.ca/haiku/teaching-haiku - the page includes techniques (brevity, suggestiveness, objectiveness, connection to nature and depth) in haiku writing

5. http://www.poemofquotes.com/tools/create-a-haiku.php - creating haiku online

Activity 5: Haiku Walk

1. The class goes around the school campus to observe nature.

2. Students work independently and record everything that appeals to the senses.

3. They organize their work to come up with an original haiku.

4. Students exchange haiku with a partner.

5. Teacher provides the learners with “Haiku Pattern Template” so they are guided in structuring the poem.

Activity 6: Tanka Attack

Students form three (3) groups.

Samples of Tanka are given below and are to be characterized using the poetry elements.

Compare and contrast Tanka and Haiku.

They write their answers on a manila paper and present the output to the class.

Beautiful mountains

Rivers with cold, cold water.

White cold snow on rocks

Trees over the place with frost

White sparkly snow everywhere.

Pretty colored trees

That are orange, red and yellow

In the Autumn air

An old barn by the water

With a white fence around it.

The leaves change color

When the fall winds start to blow,

Yellow, orange and brown

Are the colors of fall leaves,

Slowly falling from the trees.

Activity 7: Supply and Count

1. Divide the class into two (2).

2. Give the each group Tankas to work on.

3. Ask the students to replace the highlighted words with synonyms but retain the same number of syllables.

4. Process the activity using the following questions:

What element of Tanka is highlighted in this activity?
How important are synonyms and syllables in writing a Tanka?

Thunderclouds building

Gathering strength as they grow

Releasing themselves

Pouring life-giving torrents

Cleansing the world in shower

Light, airy snowflakes

Fall frostily on your nose

Fascinating fun

Frolicking in dainty flakes

Gathering crystals gala!

Thun/der/clouds build/ing

Ga/ther/ing strength as they grow

Re/leas/ing them/selves

Pour/ing life giv/ing tor/rents

Cleans/ing the world in show/er

Light, air/y snow/flakes

Fall frost/i/ly on your nose

Fas/ci/na/ting fun

Frol/ick/ing in dain/ty flakes

Gath/er/ing crys/tals ga/la

7 syllables

5 syllables

7 syllables

5 syllables

7 syllables

5. Make the learners revisit the Essential Question/s and check their tentative answers.

Direct students to the structure and content of Afro-Asian poetry that promote and enrich the peoples’ beliefs, attitude, tradition and culture.

7.Questions:

a. How do we make meaning of poetry?

b. What strategies can we use to understand poetry?

c. What is the difference between the speaker in the poem and the poet?

d. How does word choice help readers experience poetry?

e. How do poets express themes of self and identity in their work?

f. How do different poetic forms and structures affect meaning?

g. How are songs and poetry alike and different?

8. Students read and answer pages 122-144 of their textbook, which is on haiku.

Revisit EQ: Why do learners study Afro-Asian poetry?

What do the structure and content of Afro-Asian poetry reflect?

Grammar Focus:

Activity 8: Spot that Infinitive!

1. Group the class into six (6).

2. Each group receives a copy of the song “Impossible Dream by Johann Enriquez.

3. They are to fill in the gaps with the missing words/phrases which are all examples of infinitives.

4. Process the activity by asking the following:

a. What was your score in the activity?

b. Why is the title The Impossible Dream? How is this evident in the song?

c. Can impossible dreams be ever feasible to reach?

d. What is common among the answers?

e. What verbal includes “to plus the base form” of the verb?

f. What are infinitives? What functions do they take in context?

Activity 9: Drill

1. The class answers infinitives exercises on pages 1320 to 132 of their textbook.

2. Worksheets on infinitives are provided to reinforce/enrich the lesson.

Remarks:

No. of Meetings: Date:

III. Integration with the Essential Understanding and Application of the Essential Understanding

Activity 1:Performance Task: Haiku Writing

1. Students recall an experience or revisit a place, which can be used as a subject of their poems.

3. Ask the students to write their own haikus.

4. Inform them that they are to be assessed using the following rubrics:

 Focus/ Theme Language Rhythm Visuals

Imagery

Activity 2:LIBRARY AND RESEARCH

· Students research on different Afro- Asian poems and poets to be included in their Portfolio of Poetry.

Activity 3: Portfolio of Poetry

· Having delved into the intricacies and beauty of POETRY as a literary type, collect Afro-Asian poems and compose at least three original haiku and tanka. Compile all these in your poetry portfolio as one of the major unit outputs.

Remarks:

Resources: (textbooks, websites, CD-ROMs etc.)

Textbooks:

Santiago, Selenne Anne R. English Across Continents Second Year. Makati,Phils.: DIWA LEARNING SYSTEMS, 2010.

Martin-Kniep, Giselle O. Becoming a Better Teacher.Alexandria, USA: Association for Supervision and Curriculum Development, 2000.

Websites:

http://www.outreachworld.org/Files/university_of_kansas

/HaikuPoetry.pdf

http://www.uhv.edu/ac/efl/pdf/verbsgerunds.pdf

http://www.kimskorner4teachertalk.com/readingliterature

/literary_elements_devices/imagery_chart.pdf

How to Teach Poetic Devices | eHow.com http://www.ehow.com/how_2336890_teach-poetic-devices.html#ixzz1cWPoYkZx