El propósito de la presente investigación consistió en la realización de un estudio hidráulico en la desembocadura del río Karuay en el río Caroní, para determinar la ubicación de una microc…Descripción completa
YOUR JOURNEY Introduce the lesson by asking the learners to read the entries in YOUR JOURNEY phase. Let them reflect on the importance of recogniing and performing roles in life. In!ite them to ask "uestions about it. Emphasie to them the importance of the entries in the YOUR O#JE$%I&E' phase like( ? ? ? ? ? ? ? ? ? ? ?
share prior kno)ledge about the topic process information mentioned in the te*t listened to perform tasks by follo)ing instructions infer thoughts+ feelings and intentions in the material !ie)ed pro!ide )ords or e*pressions appropriate to a gi!en situation analyse literature as a means of disco!ering the self point out the distinguishing features of a poem determine the features of an informati!e )riting use the appropriate stress in deli!ering lines of poetry and prose use capitaliation and punctuations correctly present a )ell prepared prepared $ommunity 'er!ices 'er!ices #rochure
%hey are to present+ at the end+ a Community er!ices "rochure as a ma,or e!idence of their understanding. Inform them of the criteria for assessment )ill be( -ocus+ $ontent+ Organiation+ 'upports+ &isuals+ $larity and Language echanics. /a!e them perform the Three Minutes Minutes Letter Search Riddle Riddle Game as their first task in YOUR #N#T#$L T$% phase. %hey are to read each statement closely and search for the missing letter as suggested by each statement. 1. I am the first letter of right. 2. You0ll find me in boar but not in bear. 3. I0m in the middle of ceiling. 4. You0ll find me in ore but not in our. 5. I ha!e the sound of sea. ? 1ut the letters together to come up )ith the ans)er to this riddle.
2hat is it in life that I ha!e to perform3
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444 444 444 444 444 $onsider the first one to gi!e the correct ans)er as the )inner. )inner.
-or Task 2 All For the EST! instruct the learners to do the follo)ing( ? -orm small groups of fi!e+ fi !e+ and take turns in ans)ering these "uestions. 1. 2hat kind of role in life a. interests you most3 b. helps put you into a happy mood3 mood3 c. You prefer5 prefer 5 en,oy doing3 You like best3 2hat are your your talents or things you can can do )ell3 2. 6i!e reasons for your choices. ? ake a list of all of them in the table as sho)n. ? 'hare and compare your lists )ith other groups. ? 7dd items from others0 lists to yours. ? 8eep your list for future use. 6i!e comments. for Task for Task " INS#IRATIONS! reiterate to them that they can they can find people )hom they admire primarily because of the roles they perform perform in making a difference not only only in their li!es+ but also in others0 others0 li!es. %hey inspire people because they ha!e ha!e achie!ed something something special in the the field that interest s them also&
ake them pair up+ and reflect on these "uestions( 2ho do you consider as a person )ho inspires you because he5she is !ery effecti!e in performing his5her role in life3 2hat do do you you think are his5her "ualities "ualities that lead lead him5her to become successful in performing his5her role in life3 /a!e the recall the name of the person 9 you you kno) personally or or through reading or through )atching a mo!ie: )ho has been successful in performing an important role in his5her life. o!e them to List the "ualities this person share )ith them and others. ? 'hare their list )ith classmates. •
6i!e feedback. In!ite them to do task $ 2here they )ill
? Inter!ie) at least fi!e classmates + and find out ho) they perform their roles in life. ? Note their responses. ? $opy the chart + and plot it )ith entries called for. ? 'hare their findings )ith the class. 6i!e feedback.
-or Task ) LOO*ING AC* ! they ha!e to ? look back at the roles they played before+ and and ero in on the the most important one for them. ? think of ho) it differs from the role they are playing no). ? plot )hat )ere the roles they played before+ )hat role they are playing no) and )hat they hope to play in the future. ? specify ho) they feel about it and ho) they fare in performing it. ? look back at the ideas they listed in $ll 'or The "ET "ET phase. -ind out )hich of them they0ll change or add to the ones in the chart. ? share and compare your ideas )ith a partner. ? report back to the class. 6i!e feedback. ake them do Task + FOC,S -,ESTIONS )here they )ill gi!e tentati!e answes to the the r the FOCUS (BIG ) Questions: .hat roles can I /er0orm /er0orm that 1ill make make a di00erence in m li0e& .h is it im/ortant im/ortant to reco3ni4e reco3ni4e m roles in li0e& 5o1 can I /er0orm m roles in li0e e00ecti6el& e00ecti6el& ? Remind them about these "uestions as they )ork on the phases of this lesson. 7llo) them to set+ )rite and and share their e*pectations e*pectations on this lesson. %ell %ell them that they they can add add 5 ans)er ans)er the "uestions and consider ho) the tasks )ill not only help them understand the the language and literary concepts+ but also help them shape their li!es.
-or YOUR -or YOUR TE(T phase+ tell them that This phase will crystallize their their knowle!e an unerstanin! o" their tar!et tar!et concepts an skills skills throu!h eeper e#ploration o" the poe$ poe$ in "ocus%
&ou'tlessly &ou'tlessly ytheoknow that appreciatin! a poe$ is like appreciatin! a picture photo illustration or rawin!% /a!e them do the Task 7 Ten minutes IMAGE Talk8 Emphasie to them that lthou!h it is ne*er state they as reaers+ *iewers can in"er thou!hts "eelin!s an intention 'ase on the etails o" in"or$ation presente in the photo + picture or rawin!% & They can "ocus on the lines an!les colors e*en shapes o" the o',ects+ i$a!es i $a!es presente an relate the$ to real li"e e#periences "or the$ to unerstan its $essa!e+ $eanin!% ake them do the follo)ing( ? 1air up+ and look closely at the dra)ing of a teen;ager teen;ager is looking intently at the giant incoming incoming ship full of people )earing )earing different costumes< these smiling people are )a!ing )a!ing to the teen;ager as if they0re beckoning him5her to ,oin them %alk %alk about 5 discuss )hat it communicates to you. ? ? Use the follo)ing guide "uestions. . ? 2hat do you think the dra)ing )ants5 intends you to belie!e3 ? =oes it suggest5 ans)er the "uestion ( .hat roles can I /er0orm that 1ill make a di00erence in m li0e& ? /o) closely do you think5 belie!e do do the dra)ing match your your mental image of recogniing and performing roles in life 3 1ro!e your point. ? 2hat details of the dra)ing dra)ing tell you you about recogniing and performing roles in life 3 ? /o) )ell+ do you think5 belie!e the dra)ings5 illustrations fit the !alue of recogniing recogniing and performing roles in life 3 ? /o) does the picture make you feel about recogniing and performing roles in life 3 ? 7fter >? minutes+ con!ene and share your responses. responses. ? -ind common grounds about your ideas. 1rocess the learners0 responses and gi!e feedback. In!ite them to do Task 9 For SIGNIFICANT 5,MAN E:#ERIENCES8 7sk them to mull on the follo)ing points. -eain! a poe$ pa*es the way to $akin! $eanin! in li"e & It allows you to share share certain certain e#peri e#periences ences%% O"tenti$es O"tenti$es you "in you share so$ethin! in co$$on to that e#perience that $akes the poe$ $eanin!"ul% $eanin!"ul% This is when you think 'ack an recall a ti$e when you ha*e $uch in
co$$on co$$on with the sa$e e#perience e#perience than what you ori!inally thou!ht% thou!ht% The poe$ speaks to you as you e#plore hu$an conition% conition% oti!ate them to find out ho) the poem @ The E)EN $GE O' M$N A from the comedy @ $ YOU L#%E #T A by 2illiam 'hakespeare 'hakespeare pro!ides cherished pieces of information about human condition. ake them listen to you read the poem and do the follo)ing ? 7s you listen to your teacher reads the poem+ read it silently and )atch out for )ords )hich are difficult for you to understand. List them in your !ocabulary !ocabulary notebook and ha!e them them as entries in your )ord bank.
T*E E)EN $GE O' M$N ("ro$: .S /OU 0I12 IT3 ) 'y: 4illia$ Shakespeare 7ll the )orld0s a stage+ 7nd all the men m en and )omen are merely players< pla yers< %hey ha!e their e*its and entrances+ 7nd one man in his time plays many parts parts 5 /is acts being se!en ages. 7t first the infant+ e)ling and puking in the nurse0s arms< 7nd then the )hining school bo y+
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)ith his satchel 7nd shining morning face+ creeping like snail Un)illingly to school. 7nd then the lo!er+ 'ighing like furnace+ )ith a )oeful ballad ade to his mistress0 eyebro). eyebro). %hen a soldier -ull of strange oaths+ and bearded like a pard+ Jealous in honor+ sudden and "uick in "uarrel+ 'eeking the bubble reputation
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E!en in the cannon0s mouth. 7nd then the ,ustice+ In fair round belly )ith good caper lined+ 2ith eyes se!ere and beard of formal cut+ -ull of )hite sa)s and modern instances< 7nd so he plays his part. %he %he si*th age shifts Into the lean and +slippered pantaloons+ 2ith spectacles on nose and pouch on side< /is youthful hose )ell sa!ed+ a )orld too )ide
-or his shrunk shank< and his big manly !oice+ %urning again to)ard pipes CB
childish treble+
7nd )histles in his sound. Last scene of all+ %hat ends this strange e!entful history+ Is second childishness and mere obli!ion+ 'ans teeth+ sans eyes+ sans taste+ sans e!erything.
ake them read the part that states( Consiera'ly you are aware that poetry is a personal type o" writin! where wors "low an carry you alon! the real$s o" 'eauti"ul thou!ht 4hat really contri'ute to the poe$5s $eanin!6 &ou'tlessly you know that the orchestration o" souns story sense an "or$ 'rin!s a'out . li"e3 in a poe$ you rea% That a'solutely ri*es you to ."eel3 li"e in it% So$e poe$s are "ull o" wors that are "un to say alou% /ou can e#press the $eanin! o" the wors 'y reain! the$ alou an you can use your *oice to e#press their $eanin!% 7sk them to form small groups of fi!e+ and read the poem ;The E)EN $GE O' M$N A from the comedy @ $ YOU L#%E #T A by 2illiam 'hakespeare aloud. %hen+ do the follo)ing ? =ecide )ho )ill be the first+ second+ third+ fourth and fifth readers. ? %ry to make the meaning of the )ords come ali!e through using good e*pressions. ? Remember to produce the correct critical consonant sounds in )ords like( in 5s5 ; s+ + sh+ or h. e.g sooth ; 5s5 oo ; 55 shoe;5sh5 sure 5h5 ? 2atch out for )ords in the poem that ha!e the same sounds% ? %hink back also on the importance of using appropriate stress to )ords you0ll read to con!ey meaning. e.g. S2*en 1L7Yers E2lin! IN"ant 17Ntaloons s1E$tacles a6E' o'0I*ion ? Remember that the parts in capital letters recei!e the primary stress 5 + 5. 'tress the )ords properly. ? Read the poem aloud again. Use appropriate stress and produce the correct sounds of the letters that make up the )ords. 1rocess the learners0 responses and gi!e feedback.
-or Tas, 1- G./ 0 mall Grou .i22erentiated /or,s34 instruct them to form eight 9D: small groups+ and perform your assigned tasks. 'or Grou 1 Loo,in5 2or Rhymes4 emphasie that rhy$e is part o" what we $ean when we say poetry is $usical% 4hen the enin! souns o" wors are repeate we call it as rhy$e% -hy$in! wors o not appear only at the en o" the lines ( en rhy$e) in poe$s 'ut they $ay appear within the line ( internal r hy$e)% e%!% . I think that I shall ne!er see 7 poem as lo!ely as a tree. 6 7 see8tree9888 end rhyme “ bou5hs thr o:s endless br a:lsA ;;
the cr o:s in internal
rhyme So$e poe$s rhy$e7 others on5t% But one thin! is sure each poe$ captures $o$ents in ti$e "eelin! thou!hts an e#periences% Thou!h this poe$ is a sa$ple o" LAN* %ERSE ( poetry with an unrhy$e ia$'ic penta$eter lines) that was wiely use 'y Shakespeare it contains internal rhy$e% /a!e them do the follo)ing( ? Read the poem once more and spot for )ords that rh yme. ? ake a list of these rhyming )ords+ and determine )hich are e*amples of internal rhyme and end rhyme. ? $opy and fill out the table )ith appropriate entries. ? .'hare their findings )ith the other groups. 1rocess the learners0 responses and gi!e feedback.
For Grou/ 2 The est CL,E! tell them that the poet uses )ords that suggest sounds at the same time describe actions being made. ONOM$TO;OE#$ is a sound de!ice use by poets to suggest actions+ mo!ements and meanings. e%!% The hissin3 o0 the snake $ae $e shoo it away% The
? list them in the table. ? .'hare your findings )ith the other groups. 1rocess the learners0 responses and gi!e feedback.
For Grou/ " A 2 = C > ALLITERATION! ASSONANCE and CONSONANCE?! Emphasie to them that another interestin! "eatures o" a poe$ that $akes it $usical is the presence o" soun e*ices like alliteration assonance an consonance% ALLITERATION is the repetition o" consonant souns at the 'e!innin! o" the wors like: d ou'tin! d rearin! d rea$s no $ortal enter d are to d rea$ 'e"ore% 888 2!ar llan 9oe "ro$ .The -a*en3 while ASSONANCE calls "or the repetition o" *owel souns within wors7 e.g. alon! the w i now sill the l i pst i ck sta's !l it tere in their steel shells. -ita &o*e "ro$ .olescence III3 CONSONANCE is the repetition o" consonant souns within an at the ens o" the wors% e%!% So$e lat e *isi to r ent reat in! ent rance at $y cha$'er oor 888 2%% 9oe "ro$ .The -a*en3 /a!e them do the follo)ing( ? Read the poem again+ and look out for )ords or lines that sound like they are e*amples of alliteration+ assonance and consonance. ? List all of them + and chart them on the space pro!ided belo). ? 'hare your findings )ith the other groups. 1rocess the learners0 responses and gi!e feedback. For Grou/ $ IMAGERIES! reiterate to them that through the )ords used by the poet+ as e*pressed by the @ personaA 5 speaker + the !i!id images+ clear sounds+ e*act feelings are clearly con!eyed . %he descriptions help in making sense of the poem. ake them do the follo)ing( ? Read the poem silently+ and think of the images the )ords created in your mind. ? 1icture them in your mind+ and try to bring them in clear focus. ? List these )ords that create clear pictures in your mind. ? 'hare the feeling each image e!okes. ? 1oint out the real life e*perience or obser!ation in life that each image suggests. ? $opy the chart sho)n belo)+ and fill it out )ith entries called for.
? 'hare your findings )ith the other groups. 1rocess the learners0 responses and gi!e feedback.
'or Grou < /OR. "an,4 tell them that one )ay to enlarge your !ocabulary is to build /ord "an,. 7 /ord "an, is a collection of )ords that you can use for special purpose5 appreciate for a gi!en situation. %hen+ make them ? read the poem silently+ and look out for )ords in the poem that fits each description belo). 1. 7 lyric poem that tells a story. 444444444444 2. 7 fat chicken 444444444444 crying 3. 444444444444 4. promises or pledges to accomplish 444444444444 5. display unconsciousness or nothingness 444444444444 6. thro)ing up or !omiting due to sickness 444444444444 7. a school bag 444444444444 8. refers to stem or branch 444444444444 9. produce high sharp sound 444444444444 10. unhappy or sorro)ful sound 444444444444 ? check if these )ords they ha!e unlocked are also found in in their list of loaded5 hea!y )ords they made earlier. ? add those )ords )hich are unlocked in their 2ord #ank. ? copy the $hart and fill it out )ith their loaded 5 hea!y5difficult )ords and their meanings. ? share their findings )ith the other groups. 1rocess the learners0 responses and gi!e feedback.
'or Grou = > ? Meanin52ul Encounter4 remind them that a poem is a meaningful musical e*pression of significant human e*periences )here po)erful )ords are used to signify the beauty and grandeur of life. %hese po)erful )ords gi!e hue to important messages. /a!e them do the follo)ing( ? Read the poem silently to find its meaning. ? Reflect on and discuss the ans)er to each of the follo)ing "uestions. 2or Grou = 1. 2hat comprise the se!en ages of man or stages in life of man according to the poem3
2. 2hat describe the school boy attitude to)ard school3 /o) do you feel about these pictures of childhood3 3. 2hat is compared to theA stageA in the first t)o lines3 /o) are the t)o related3 4. In Line >F G >H+ )hat is compared to @ reputation03 5. 2hat other comparison are used in the poem3 2hich are e*amples of metaphor3 2hich are e*amples of simile3
6. 7ccording to the speaker or @personaA in the poem+ )hat physical and mental changes take place as a man reaches the si*th and se!en ages3 7. =o you agree )ith the persona0s description of old age3 2hy3 8. 2hat other acceptable descriptions of old age can you think of3 9. In the last line of the poem+ the )ord '7N' is repeated. 2hat do you think is the purpose of repeating it four t imes3 10. Re/etition is a central part o" poetry that as to the en,oy$ent o" a poe$% 4ors phrases or lines are repeate to ser*e a purpose% 9oets o"ten $ake sure their wors stay in the reaer5s $in% =oes it help in the understanding of this poem0s meaning3 -ind other e*amples of RE;ET#T#ON in the poem. List them. 11. 2hat effect does it gi!e in the description of the last stage of man3
1rocess the learners0 responses and gi!e feedback. 'or Grou ? 12. /o) are the se!en ages of man described by the persona3 >F./o) do the roles of man differ based on the persona0s description3 14. =o you think the persona has a great understanding of the uni!ersal e*perience of man performing a role in each stage3 E*plain. 15. 2hich lines describe the roles in life that man performs3 16. Under )hat circumstances it may be better to be young rather than be old+ or !ice !ersa+ in performing roles in life3 17. /o) does the poem make you feel about the importance of recogniing and performing a role in life effecti!ely3 18. 2hy is it acceptable5 better to recognie and perform your role in life3 19. /o) does the poem make you think of the importance of recogniing and performing a role in life effecti!ely3 20. 2hat are the ad!antages and disad!antages of not recogniing and performing your roles in life3 21. 2hat )ould be the most effecti!e )ay of performing your role in life3 ?
'hare your responses )ith the other groups.
1rocess the learners0 responses and gi!e feedback.
For Group 8 Connect to Life
7ns)er the follo)ing guide "uestions ? 2hich part makes 5 dri!es you to think of someone5 something in real life3 ? 2hat kind of in life is con!eyed in the poem3 ? 2hat line5s gi!e hint suggestion on ho) one can be effecti!e in performing one0s role3 ? Is the message of the poem )orth)hile3 1ro!e your point. ? /o) important is the poem0s message in your life3 ? 'hare your responses )ith the other groups. 1rocess the learners0 responses and gi!e feedback. ?
In!ite them to do Task @@8 On ,sin3 E/ressions A//ro/riate to Situations )here they )ill A. ? read the poem once more to ans)er this "uestion. ? =o you agree )ith the persona0s description of the last age of man in the last t)o lines of the poem3 2hy3 ? =o you agree )hen he says that the last stage is @second childhood )ithout e!erythingA 3 1ro!e your point. -e$e$'er that there are $any ways you can e#press a!ree$ent or isa!ree$ent% There are special wors+ e#pressions that clearly inicate the intention an their appropriateness to the situation% These wors + e#pressions can 'e "or$al or in"or$al 'ut the situation ictates their speci"ic "unctions% e%!% Consier your possi'le responses to the a"ore$entione !uie uestions% O0 course! I a3ree with the persona5s escription o" the last a!e o" $an% No seriously I 'elie*e otherwise% ? 2hich )ords e*press agreement3 =isagreement3 ? $an you gi!e other e*amples of agreement 3 disagreement3 ? read these sample mini dialogs aloud+ and spot the presence of )ords5 e*pressions indicating agreement or disagreement. 1. 7ngelo( You0re the only person )ho kno)s )hat really happened. alee( %hat0s not "uite true+ 'am )as there too. 2. ay( /ey+ that0s right. I remember he sol!ed the problem for us. Joe( %hat0s good to kno). 2e00ll gi!e him a call. 3. Erick( 2e can play the game no). 7ndrei( Okay+ but I0m not good at it. 4. #am( %hat0s )hat they say Rom( No+ seriously. I ha!en0t played !ery )ell at all.
$onnie( =o come. $an you stay for lunch3 &angie( I0m afraid not. )e ha!e to go some)here . 6. Rina( #ut you ha!e time for coffee+ don0t you3 %ess( %hat )ould be nice. 7. ilette( %here0s something I ha!e to tell you ila ( $an0t it )ait3 ilette( Not really. It0s pretty important. 8. Lucille( 'hould I forget it all3 7nnie( No+ ,ust listen carefully. 9. 'onny( Okay+ I guess I0m ready. Leif( 6ood. No)+ concentrate. 5.
For 8 #OSITI%E ROLES! they )ill ? e read the poem @%he 'e!en 7ges of anA and pair up. ? find lines that suggest man has to perform roles in life. ? specify )hich lines clearly point out positi!e sign of performing roles in life. talk about )hich of them they agree or disagree. E*plain. ? use )ords5 e*pressions indicating their purpose. ? share their ideas )ith the class. 1rocess the learners0 responses and gi!e feedback. For Task @2 On ,sin3 Ca/itali4ation and #unctuation Mark! clarify that 4hen they rea poe$s they on5t pause or stop at the en o" the lines 'ut you watch out "or co$$a or perio to !uie the$% They use punctuation $arks to help you "in sensi'le $eanin! o" what theyre reain!% Clarity o" e#pressions in poetry or prose co$position e#ists i" the sentences are appropriately punctuate an the wors are properly capitalize% -or Connect do the follo)ingB ? $onsider this sample informati!e article about punctuation.
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=iscuss your ans)er to the follo)ing "uestions. ? 2hat ha!e you obser!ed as unusual in the informati!e article3 ? 2hat is it all about3 ? 2hat punctuation marks are described in the article3
? 2hat problems in )riting and reading are caused by improper use of capitaliation and punctuation marks3 ? 7re these problems applicable e!en in today0s )orld3 ? /o) do )e sol!e such problems3
1rocess the learners0 responses and gi!e feedback. -or Sensi
For Task @" Gi6e me Ei3ht + they )ill -orm ei5ht 0 3 small 5rous+ and choose one from the follo)ing tasks to )ork on. 'or Grou 1 Yes4 it’s imle Dut it’s Too Good To Miss4 they )ill -orm a tableau. ? ? 1osition your body to form a tableau that depicts a scene from the poem. ? -ind out if the other groups can identify the scene and each person0s part in it. 1rocess the learners0 responses and gi!e feedback. For Grou/ 2 Fan Letter to a Role Model! they must remember that they look up to your parents+ grandparents+ teachers+ relati!es or friends because you find them inspire you to perform roles in life effecti!ely. %hey regard them as good role models )ho help you along the )ay. %hey )ill ? choose an inspirational person+ and )rite a fan letter to him5her. ? include a re"uest for some meaningful ob,ect or symbol and for some tips for their success. ? e*plain in your letter )hy you admire this person and )hy you consider him5her as your role model. ? mention also ho) he5she helps you and )hy you )ant the ob,ect. ? read your letter to your classmates. 1rocess the learners0 responses and gi!e feedback. -or Grou/ " #ERSONAL 5EROES! emphasie to them that )e all ha!e personal heroes or idols; people )ho represent e!erything )e0d like to be. %hey can be people )hom )e kno) like a classmate+ player+ coach+ mo!ie star+ musician+ singer+ politician+ reporter+ media man+ leader etc. ake them ? brainstorm and make a list of people )hom they admire because they ser!e as positi!e influences on your generartion. ? choose the famous or popular ones. ? list ob,ects you associate )ith each person. ? act out silently; pantomime; a famous role model and ask other groups to guess )ho he5she is. ? use one or t)o ob,ects you can associate )ith each role model. 1rocess the learners0 responses and gi!e feedback.
? 'or Grou 8 Leadin5 Li5ht4 tell them that others say that some people are born )inners. %hey perform )ell in any role they ha!e. %hey shine in school academics+ contests+ e*tra;curricular acti!ities and e!en in sports. In real;)orld tasks+ they do )ell. aybe they aren0t born )inners after all but they0!e learned ho) to become )inners& .hat could
1rocess the learners0 responses and gi!e feedback.
'or Grou < 8 ;oetic Music )ideo4 they )ill ?
choose a song 9 rap+ pop+ rock+ ethnic+ classical+ country+ religious+ etc.: that e*presses ho) one !alue one0s role in life.
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match it to your fa!ourite poem. If possible+ try )riting5adding ne) )ords 9 e*pressing your ideas on ho) : to go )ith the music . use the song as the musical background
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.assemble illustrations+ props to accompany your recording.
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If possible+ !ideotape your presentation.
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try singing it to class.
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1rocess the learners0 responses and gi!e feedback. For Grou/ +
ance uo! the 1ill do the 0ollo1in3B
Recall as many songs as you can about the importance of playing roles in life. ? $hoose some music that you think con!eys the feeling and the meaning of or the one that represents the poem+ A %he 'e!en 7ges of anA . ? 'ing it and use appropriate mo!ement that suggest the meaning of the poem. ? Interpret your chosen lines from the poem through dance steps5 mo!ements.. ? Rehearse a performance of the poem and dance. ? 1resent it to class. ?
1rocess the learners0 responses and gi!e feedback. For Grou/ D Roles and Concerns! they )ill do the follo)ing( ? 2ith your groupmates+ discuss ho) you0ll s"uarely come up )ith any of the follo)ing. ? 2hat recent )orld issues5 problems can be sol!ed if people )ill recognie and perform their roles effecti!ely3 ? /o) )ill our li!es be different similar to people )ho ha!e been successful3 ? =iscuss ma,or change in your life. ? Use the follo)ing guide "uestions. ? 2hat )as difficult in playing that role3 ? /o) did the situation impro!e3 ? /o) can you handle the role successfully3 Remember to share your responses5 ideas )ith other groups. ? 1rocess the learners0 responses and gi!e feedback.. 'or Grou *i5h F Lo: ;oints4 tell them that the roles they per"or$ in li"e ri*es the$ to e#perience hi!h points an low points& $s, them these uestions& ? 2hat are these high points and lo) points you e*perience3 E*plain. ake them sure they0ll share these points they e*perience as they perform their role in their past and present life. 1ost these high and lo) points in your -# or %)itter 2all or send it to your friends through e mail. In!ite them to gi!e comments+ suggestions+ or reaction. 1rocess the learners0 responses and gi!e feedback. 7ckno)ledge them as they0re doing great 7sk them ho) they feel about it+ and if they )ant to add more proofs of their understanding on the target concepts and to hone their communication skills -or YOUR -IN7L %7'8 phase+ point out to them that as e!idence of their understanding and learning the target concepts and enhancing the target skills+ they ha!e to try your hand on their ma,or output for this lesson+ and that is+ Community er!ices "rochure and the criteria for assessment )ill be( -ocus5 $ontent+ Organiation+ 'upports+ &isuals+ $larity and Language echanics. You )ill do this by groups. Ne*t+ they )ill do the follo)ing( -orm fi!e big groups+ and perform your assigned tasks. ;ere are so$e !ran ieas "or the preparation an presentation o" a Community er!ices "rochure % 0ook the$ o*er 'e"ore you plun!e into it% 1eep these points in $in as you !o throu!h the process% ?
/ou pro'a'ly know o" clu's or!anizations centers or e*en key persons o""erin! ser*ices in your 'aran!ay + co$$unity% Consier the$ as ones who per"or$e e#traorinary roles in li"e% ? 'cout for and present sample brochures. ? #ear in mind that a Drochure like a letter+ report+ speech+ re!ie)+ instruction pamphlet and any other form of informati!e )riting presents factual information and details. ? =iscuss the ans)er to the follo)ing "uestions. ? 2hat is the brochure all about3 ? 2hat do you think is the purpose of this brochure3 ? 2ho do you think are the target audience of this brochure3 ? 2hat are the information or basic features contained in the brochure3 ? 7re the information based on facts3 ? /o) are the basic information presented in the brochure3 ? 2hich of the follo)ing methods 9description+ enumeration+ comparison5contrast or e*emplification: used in the presentation of the information3 ? 2hat is the basic structure of a brochure3 ? 2hat makes the brochure interesting3 ? 2hat )ords capture your attention3 ? 2hat help5 support5ad!antages does the brochure offers3 #lannin3 Sta3e ? $onduct a meeting and plan for the preparation of the brochure )here the follo)ing points should be co!ered. ? 7ssigning specific role to each member. e.g. a leader+ researcher5s+ illustrator+ compiler5s+ lay out artist5s+ )riter5s+ inter!ie)er+ editor+ concept artist+ presenter ? $larifying the functions of each member % ? $larifying the main re"uirements for the brochure are the topic+ purpose and audience ? Identifying the topic for the brochure. ? $larify the purpose of the brochure. 7ns)er these "uestions( 2hy are )e )riting5composing this brochure3 2ho )ill be interested in reading it3 2ho need it3 ? Identifying the key persons5 clubs5 organiations+ centers and the ser!ices they )ill highlight in the brochure. Gatherin3 In0ormation ? -ind out the key persons+ clubs+ centers+ organiations in the barangay that offer ser!ices that make a difference. ? 1repare "uestions and put them in logical order
? $all or !isit and inter!ie) at least three 9F: people )hom you consider successful in performing their roles to learn more about their ser!ices. ? ake a list of their accomplishments5 achie!ements and specialiation. ? -ind out )hat they consider important to their success. ? $ollect photos+ dra)ings+ illustrations or !ideos 9 if possible:sho)ing ordinary people making a difference by performing their roles in life )illingly and graciously.
ra0tin3 % ? $onsolidate the information you gather+ and choose the ones you )ill use in your brochure. ? Use fe)+ simple+ short+ catchy but meaningful sentences. ? %hink of the order you )ill use to organie the factual information. ? E*plain the significance of the ser!ices to the target readers. ? Report orally and in )ritten form the ser!ices each offers plus the needs. ? Use photos and charts in the presentation. /ritin5 and ;resentin5 ? 7sk other schoolmates to read and e!aluate your brochure. ? 7sk for comments and suggestions. ? Look o!er the first draft+ and re)rite it . ? 1olish your draft incorporating the suggestions made by your e!aluators& ? =o the finishing touches and present your Community er!ices "rochure& 1rocess the learners0 output+ and gi!e feedback. 9oint out the help+ support+ 'ene"its + specialization + ser*ices the or!anization clu' or key persons o""er+ are $ae a*aila'le% $onsider and be guided by the follo)ing criteria ( ? -ocus5 $ontent ? Organiation ? 'upports ? &isuals ? $larity ? Language echanics. $heck their progress. -or YOUR TRE$URE phase+ clarify to them that they0!e acti!ely engaged in !arious tasks that helped them impro!e their understanding of
the target concepts+ at the same time+ de!elop their language communication and literary skills. %heir $ommunity 'er!ices #rochure informing the public on the ser!ices a!ailable in your community ser!es as a ma,or proof5 e!idence of their understanding of concepts and skills. %o further pro!e their successful and e*citing learning e*periences and that they ob!iously en,oy learning+ it is ,ust but fitting they think back and focus on the follo)ing essential points. 2hich task5 acti!ity ha!e you en,oyed3 4444444444444444444444444444444444444444444444444 found helpfu 444444444444444444444444444444444444444444444 )ould like to )ork further on 3 444444444444444444444444444444444 44444444444444444444444444444444444444444444444444444444 _ 8eep a record of all of these and add your ans)ers to the fol lo)ing "uestions. 2hat ne) and special )ay about recogniing your roles in life ha!e you learned 3 2. 2hat approach to5 attitude in life do you think can help you chart your course in life3 3. /o) )ill it help you to become a better person3 4. 2hat is it you found most difficult in this lesson3 5. 2hat )ill you do to do a)ay )ith these difficulties3 6. 2rite at least F possible )ays5 steps you can adopt for you to get a)ay )ith them. 2hat do you hope to strengthen in the ne*t lesson5s3 7. $omplete the e!aluation chart sho)n in their Learning aterials. 1.
MA:IMIZING M' STRENGT5 Resources 1. aterials a. $= recording of listening inputs. pictures5 photos of supernatural heroes b. 2. E"uipment 7udio $= 1layer5 cellphone audio player a. b. speakers C. 7cti!ities Your Journey B.
.Character can not 'e e*elope in ease an uiet% Only throu!h e#perience o" trial an su""erin! can the soul 'e stren!thene a$'ition inspire an success achie*e%3 ;ellen 1eller -
a*imiing means @making the best use ofA and this is )hat you must do )ith your strength. %his happens )hen you focus on the areas you are most skilled+ talented and strong )hile a!oiding your )eakness. %his )eek0s lesson )ill unfold one0s greatness and heroic acts )hich )ill lead you to disco!er your hidden potentials and de!elop skills for the realiation of the )orld0s ultimate goal ;;; positi!e transformation. Your Goals ? 'hare thoughts+ feelings+ and intentions in the material !ie)ed. ? Restate the ideas con!eyed by the te*t listened to. ? E*plain ho) )ords are deri!ed from names of persons and places. ? E*plain ho) the )ords used in the poem )ork together and contribute to the theme of the selection. ? 7nalye ho) literature helps in disco!ering oneself. ? %ake note of se"uence signals or connectors to establish the patterns of idea de!elopment in a te*t ? Use appropriate punctuation marks+ capitaliation+ and inter,ections in )riting descripti!e paragraphs.
? Use appropriate stress+ intonation+ pitch+ pronunciation+ and gestures in deli!ering a poem. ?
$on!ey a message to an idolied hero through a rap. Your
Initial %asks /I% the /IN%' 9C? minutes: 'ee %ask > @Your Initial %asksA a. 'ho) the pictures of supernatural heroes b. Let the students infer about the strengths or po)ers of each hero. c.
1rocess the ans)ers5 output of the students.
'7Y that 767IN 9F? minutes: 'ee %ask C @Your Initial %asksA a. Let the students )rite three lines from the listening te*t that they like the most. b. /a!e them restate the lines using their o)n )ords and sentences. c. %ell them to read their )ork in front of the class. d. 7fter processing the abo!e task+ discuss the tips in paraphrasing. Listening %e*t( /ero 2riter9s:(7-7N7'IE--+ 27L%ER 5 $7REY+ 7RI7/ 7rtist( ariah $arey Lyrics 1opularity( B>DB users ha!e !isited this page. 7lbum( %rack C on usic #o* /ereKs a hero If you look inside your heart You donKt ha!e to be afraid Of )hat you are %hereKs an ans)er If you reach into your soul 7nd the sorro) that you kno) 2ill melt a)ay $horusM 7nd then a hero comes along 2ith the strength to carry on 7nd you cast your fears aside 7nd you kno) you can sur!i!e 'o )hen you feel like hope is gone
Look inside you and be strong 7nd youKll finally see the truth %hat a hero lies in you ItKs a long+ road 2hen you face the )orld alone No one reaches out a hand -or you to hold You can find lo!e If you search )ithin yourself 7nd the emptiness you felt 2ill disappear $horusM Lord kno)s =reams are hard to follo) #ut donKt let anyone %ear them a)ay /old on %here )ill be tomorro) In time youKll find the )ay 7nd then a hero comes along 2ith the strength to carry on 7nd you cast your fears aside 7nd you kno) you can sur!i!e 'o )hen you feel like hope is gone Look inside you and be strong 7nd youKll finally see the truth %hat a hero lies in you %hat a hero lies in you %hat a hero lies in you http(55))).lyrics??.com5ariahC?$areyC?Lyrics5/eroC? Lyrics.html Your %e*t 7%%7$8 those 2OR=' 9>? minutes:; =ay > 'ee %ask F @Your %e*tA a. Instruct the students to classify the compound )ords based on their deri!ation indicated on the table. b. 1rocess the ans)ers. You may ask the follo)ing "uestions( 1. 2hat is your basis in classifying the )ords according to their category3 2. 2hat is the modern e"ui!alent meaning of each )ord3
Let the students read the poem aloud obser!ing appropriate intonation+ stress+ and pronunciation. Your =isco!ery %asks '7Y YE' or NO 9F? minutes: 'ee %ask HAYour %e*tA a. %ell the students to say yes if the statement is congruent to the poem read and no if it is not. b. Let them cite lines from the poem to test if their interpretation is correct. c. /a!e them e*plain their ans)er to lead them to the understanding of the theme and message of the poem. Illustrate the $reations 9>? minutes:; =ay C 'ee %ask B of @Your %e*tA a. Instruct the students to describe the entities mentioned based on the poem read. b. $all some !olunteers to discuss their ans)ers. c. 'tress the challenges faced by the people in a certain place+ their rights and responsibilities that entail a person or citien in order to ha!e peaceful life. $O17RE and $ON%R7'% 9=yads: 9 >? minutes: 'ee %ask of @Your %e*tA a. %ell the students to use the &enn diagram in comparing and contrasting #eo)ulf and 6rendel. b. Lead them in realiing that sometimes )ealth cannot be a solution to a problem. 7ssociate this to /rothgar0s status. c. Emphasie the importance of personal strengths in order to o!ercome one0s problems. d. 7sk ho) the poem helps them in disco!ering their inner strengths+ potentials+ and capabilities as an indi!idual. IN%O %/E /EROP 'ee task AYour %e*tA a. %ell the students to ans)er the "uestions pertaining to the te*t. b. 1rocess the ans)ers.
E1I$ &'. LYRI$ 'ee task DAYour %e*tA a. /a!e the students take note of the similarities and differences of the t)o poetry.
b.
Let them ans)er the "uestions about the t)o poetry.
YOUR .#CO)ERY T$% '1O% %/E 'I6N7L' 7N= 1UN$%U7%ION 7R8' 'ee task QAYour =isco!ery %asksA a. Instruct the class to scan once again the poem @#eo)ulfA and list do)n se"uence signals they could spot. b. /a!e them illustrate ho) these )ords are used in the selection by filling out the grid. c. Remind them about the use of se"uence markers.
'e"uence markers can signal ho) to interpret the relationship bet)een sentences in a number of different )ays. -or e*ample( 1. %hey can indicate chronological order+ or order of importance 9e.g. "irst %%% seconly %%% thirly < to 'e!in with %%%% ne#t %%% to conclue:. 2. %hey can add to or reinforce )hat has already been said 9e.g. "urther$ore< in aition< what is $ore)% %hey can indicate that t)o propositions ha!e e"ual status 3. ( likewise< si$ilarly :. %hey can indicate cause;result relationships 9e.g. conseuently < so< as a 4. result :. 5. %hey can indicate that a gi!en proposition contradicts an earlier one 9e.g. con*ersely < on the contrary7'y way o" contrast :. 6. %hey can indicate concession 9e.g. ne*ertheless< in any case< "or all that < all the sa$e:. 7. 'ometimes a distinction is made bet)een internal and e*ternal se"uencers+ i.e. the use of these markers to indicate real )orld0 e!ents 9e*ternal:+ or rhetorical organiation0 9internal:. -or e*ample+ First o" all %%%% then %%%% "inally can indicate chronological se"uence 9e*ternal:+ or order of importance 9internal:. http(55))).arts.gla.ac.uk5'%ELL75LIL%5se"mark.htm ? =iscuss the se"uence signals before letting the students ans)er task Q. 9>? minutes:
7R8 %/E 1UN$%U7%ION' 'ee task >?0Your =isco!ery %asksA a. /a!e the students read the stanas from #eo)ulf and then let them take note of the punctuation marks. b. Instruct them to ans)er the "uestions about the punctuation marks. c. 6i!e inputs as regards punctuation marks. Ø Uses of $olon and 'emi $olons( 9>? minutes: 1. Use a colon to introduce a list+ "uote or statement that you )ant to o dra) attention to in a complete sentence. E*ample( %his )eekend+ )e )ill attend a !ariety of e!ents( a concert+ a fair+ a football game and church. 2. Use a colon to separate numbers in !arious instances+ such as time 9>C(F?(?> a.m.:+ a ratio 9C(>: or a scripture 9John F(>:. o 'ponsored Links -ree n%rustS aster$ardS o 7pply in 'econds ; 1/1 aster$ardS 'hop Online or in 'tores § ))).n%rust.com 3. Use a colon to separate a title from a subtitle in a book+ lecture or other body of )ork. E*ample( T/ome( 7 No!el.T o 4. Use a colon in memos or after a salutation in a formal5business letter. E*ample( T%o 2hom It ay $oncern(T and T%O( John 7dams o -RO( E!e aybury =7%E( June CQ+ C??D 'U#JE$%( JuneKs meetingT 5. Use a colon after a summariing )ord. E*ample( TE*ample( babiesT and T7ns)er( chicken.T 6. Use a colon in dialogue )riting+ such as in a script. E*ample( TJohn( I told you that I lo!ed you.T o 'emicolon 7. Use a semicolon to separate t)o complete+ but related+ sentences. o E*ample( TI asked ary to go to the game )ith me last )eek< she told me no.T Ø o
o
o
8. Use a semicolon to separate t)o+ often contradictory+ complete sentences )ith a con,uncti!e ad!erb like Tho)e!erT or Ttherefore.T E*ample( T'herry and I )ent to the mo!ies earlier today< ho)e!er+ )e missed the film that )e )anted to see.T 9. Use a semicolon in a series+ usually )hen the series calls for multiple commas that could confuse the reader. E*ample( %he county high schoolKs homecoming court include 'andy ay+ senior< %iffany #ills+ ,unior< Leslie addo*+ sophomore< and Lisa June+ freshman.
IN%RO=U$E %/E $/7R7$%ER' 'ee task >>A=isco!ery %asksA 3. /a!e the class )rite a speech balloon to introduce #eo)ulf and 6rendel using the cartoon strips being pro!ided. 4. Let them use se"uence signals and punctuation marks. 5. Instruct them to suggest on ho) to effecti!ely speak and deli!er their lines. 6. Let them read or deli!er the lines by obser!ing appropriate stress+ intonation and ,uncture in reading @#eo)ulfA. 7. Remind them that each group )ill take turns reading specific stanas from #eo)ulf.
%Y1E %/E %EV% 'ee task >CAYour =isco!ery %asksA a. 7sk the students to identify the te*t type of the follo)ing articles as to ,ournalistic+ informati!e+ or literary. b. 7fter doing the task abo!e+ ask them )rite their ideas about the features of a literary te*t and ho) each should be read. #n2ormati!e teHtA 'er!es to inform< pro!ides or discloses information< instructi!e< instructional Journalistic teHtA radio+ print+ tele!ision+ and online ,ournalism that presents information.
http(55uk.ask.com5"uestion5,ournalistic;te*t Literary TeHtA Literary te*t is defined as a )ide !ariety of imaginati!e and creati!e )riting that leads to the appreciation of the cultural heritages of students. Literary is defined as something related or associated )ith literature or scholarly learning and )riting. http(55))).ask.com5"uestion5)hat;is;the;definition;of;a;literary;te*t YOUR '#N$L T$% ;=7Y H R71 a E''76E for your /ERO 9'6=: 9B? minutes: 'ee @Your -inal %askA a. oti!ate the students in )riting meaningful sentences to describe their hero. 7llot sufficient time for them to con!ert the sentences into a rap. b. c. Let them present it in class. d. 1resent to them your rubrics in rating the output before the group0s presentation. e. 7ssign student obser!ers to comment on e!ery group0s presentation.
YOUR TRE$URE '/7RE your LI-E0' LE''ON 9Journal 2riting: 9D minutes: a. Encourage the students to share their strengths and ho) they intend to use them. b. Let them take note of the acti!ities5lessons that they !alue the most in the )eek0s meaningful encounter. c. %ell them to )rite the reasons for !aluing a particular acti!ity or lesson. #ring Out the /ero in You 97ssignment: 9C minutes: a. 6i!e this acti!ity in preparation to the ne*t lesson. b. $ollect this and ha!e a fe) !olunteers to share their output. 7s a student+ a son5daughter+ or as a citien+ make a simple action plan on ho) to sho) your small acts of heroism. -ollo) the format belo).
Teacher’s Guide Module 1 Lesson I ______________________________________________________________ /EE% 4 U$RTER 1 A. O!er!ie: o2 Content and ODKecti!es Theme ;rimary Enhancing the election 'elf through $hanges and $hallenges 9on personal strength+ identity+ rising to challenges+ and other related themes: uD8theme Lea!ing a Legacy ;arallel 9focus on the self elections concept of memory< )hat do you )ant to be remembered for3:
B.
C.
D.
$ssessment ;lan 1. ;re8assessment 2. ;ost assessment Resources 1. Materials a. handouts b. pictures 2. Euiment a. pro,ector 9for digital pictures: $cti!ities 1. Your #nitial Tas,s %ask >. 9 -ilm !ie)ing: %he /.O..E. a. Let students )atch the !ideo
%he =ay of =estiny
UNE'$o 'ends E*perts to %ubbataha Reefs /o) to aintain %he $ourage that my other /ad
b. 1rior to the !ie)ing pose these "uestions( /o) )ould you rise to the challenges presented3 2hat do you think moti!ate them to do this !ideo3 c. 'et the goal of enhancing oneself through literature 9Note( If digital picture cannot be accessed through Yout %ubr+ you may use the alternate acti!ity for !ie)ing: %ask C. Lend e an Ear a. Instruct students to listen to !ery )ell to the !ideo5te*t for the second time. b. /a!e them take note of the ideas they ha!e seen5)atched in the !ideo and encourage them to e*press )hether they agree or disagree )ith it. %ask F. In a $apsule a. /a!e the students summarie the contents of the !ideo )atched. b. Instruct them to use the appropriate se"uence signals or connectors c. %he teacher must present some key points on the use of these se"uence connectors 9e.g. first+ second+ finally+ lastlyP:
Your TeHt %ask >. 2hat0s in a 2ord3 a. /a!e the students )rite the !ocabulary )ords on their notebook and do as instructed. b. 7sk them to use the )ords in sentences c. %he teacher should relate the !ocabulary )ords to the te*t5lesson for the day. %ask C. 7 /ero in You a. 1ose the moti!e "uestion+ @2hat does it take to be a great man3A9Remember to ask it again and elicit the students responses after the discussion of the te*t:. b. ake sure you ha!e assigned the reading selection ahead of time. Encourage students to )rite at least fi!e "uestions they )ant to be ans)ered during class discussion. %ask F. %he irage a. /a!e the students accomplish the chart on sensory images b. &alidate their responses by checking the acti!ity after)ards c. 7sk students ho) important sensory images are in poetry )riting 2.
b. te*t
%ask H. ull O!er in 6roups a. /a!e the students form F groups Instruct them to reflect and ans)er at least C of the "uestions about the
7sk them to present their responses before the class d. Encourage students to ha!e their feedbacks after each presentation e. %o process the lesson thoroughly+ you as the teacher should also pro!ide your feedbacks. c.
3.
Your .isco!ery Tas,s %ask >. 6roup 7cti!ity a. 6roup students into three 9F: b. 1ro!ide them )ith the handouts c.
7llo) them to read the assigned article for >? minutes
%ask C. 1lotting them all Instruct students to e*amine the three articles that the y ha!e read. a. b. 7sk them to accomplish the chart by )riting do)n ho) these articles )ere )ritten gi!en the specified criteria. %ask F. 2eigh Up a. Let students e*amine the different reading te*ts b. /a!e them point out the distinguishing marks of each type then identify )hat type of reading te*ts they are. %ask H. #ite the =ashW a. Introduce dash as one of the punctuation marks b. 1resent the sentences to the students E*tract from them the rule for each sample statement c. d. 2rite on the board the students formulated statement e. Elicit from the students its general function. f. Instruct them to ans)er %ask B. %ask . %ype the /ype a. 6uide students on the samples of hyphenated )ords b. 1ro!ide them )ith guide "uestions to formulate the rule for each sample c. Instruct them to ans)er %ask . %ask .
a. Instruct the students to do as directed. %ask D. e;etaphors5 One )ith the Others a. 7sk students to share their insights on the article that they
ha!e read. Encourage students to )rite their !ie)s about the article. %ask Q. y Legacies a. /a!e the students accomplish the three charts. 1ro!ide clarifications if necessary. b. 7sk them to )rite at least C to F sentence for each aspect.
4.
Your 'inal Tas,s %ask >. 'haring Other 1eople0s 1erspecti!es a. 6uide the students to e*amine carefully the picture b. Let them !oice out )hat they think about the picture c. oti!ate them to be in the place of each gi!en sector d. Encourage students to )rite do)n their opinion about it. e. 7complish all the sectors gi!en Use the attached rubrics for the assessment %ask C. &i!a &oce f.
a. 7sk students to choose their fa!orite part in the te*t+ %he =ay of =estiny. b. %ell them that they )ill be e!aluated by the gi!en rubrics 5.
My Treasures a. 7sk students to )rite their reflections on( a.> part of the lesson )hich enables me to learn a.C realiation a.F commitment
CO#ING .IT5 C5ALLENGES In!ite your students to read the YOUR JOURNEY part. ake them mull on )hat it says (
? use contractions proficiently 9 language use: ? make use of lyric poem0s feature in an 7d campaign. 9 )riting: ? use effecti!e )ays of beating5 coping )ith challenges to enhance self ( !alues clarification: ?
sho) appreciation for the significant human e*periences
highlighted and shared during the discussion 9 literature: Remind them of the e*pected output ( an #n2o $d F $d!ocacy Camai5n on Usin5 ;ositi!e /ays To Coe /ith Challen5es4 and the criteria for assessment )ill be( focus5 content+ !isuals+ clarity of purpose+ and language con!ention. -or the YOUR #N#T#$L T$%4 guide them to do the T1isters task for
them to ? Inter!ie) three of their classmates as to the "uestions they ha!e about coping )ith challenges and )rite at least three 9F: "uestions 9in line )ith coping )ith challenges : they hope to ans)er later.
Questions I have about coping with
? /a!e them )ork )ith their peers and reflect on this( .hat do ou consider as our challen3es in li0e& ? ake them list at least >? challenges they ha!e obser!ed5 e*perienced by students like them. ? Let them copy the chart as sho)n+ and fill it up )ith entries called for. $/7LLEN6E' #EIN6 E% #Y '%U=EN%' _______________________________________________________________________ _______________________________________________________________________
? ?
Instruct them to rank them in their order of difficulty )here Rank > is the most challenging and >? is the least challenging. ake them decide )hat is the most effecti!e method of coping )ith challenges and rank them in their order of effecti!eness. Rank > the most effecti!e and >? as the least effecti!e.
?
their findings )ith the class.
Instruct them to share
?
6i!e feedback.
? -or the Constant Recall part4 stress to them the challenge they need to face )hich is ho) to unfold and sho) appreciation for the meaning of a poem. ? ake them )ork in groups of fi!e+ and think back 5 refresh in their memory the salient points 5 aspects5 elements of poetry to be gi!en attention to in unfolding its meaning. Let them check their ans)ers against these ( sub,ect+ sounds+ imagery+ tone+ meaning5sense. ?
$larify to them the 2/7%+ 2/Y and /O2 of these aspects. ? 'ub,ect is the ob,ect5 thing5idea5 person 5 situation the poem presents. ? 'ounds call for the use of rhyme + rhythm+ repetition+ alliteration and other sound de!ices. ? Imagery calls for the use of colourful and mo!ing )ords that appeal to the senses and e!oke feelings. ? %one is the poet0s attitude to)ard the sub,ect. ? eaning is the intended comment about life 5 obser!ation about the e*periences in life.
? 7llo) them to point out )hich of these elements 9 sub,ect+ theme+ poetic de!ices+ sounds+ tone+ significant e*perience:+ they ha!en0t ? touched ? e*plored yet 9 responses may !ary: ? understood ? mastered ? Let them emphasie )hich ones they need to gi!e more attention+ then report their findings in class. ? 'park their interest in using 'YNONY' or )ords )ith the same or almost the same meaning . 1oint out to them that it is another good )ay to gi!e a brief definition or restatement . this is one good strategy to arri!e at the nearest meaning of an unfamiliar )ord. ? Instruct them to Ma,e $ YNONYM Match Challen5e )here they0ll fill each blank )ith a single letter to form the gi!en pairs of )ords into 'YNONY'. ? 1ro!ide them an e*ample like 447$%U7L 44RUE )here they can become -7$%U7L %RUE ? ake them check their ans)ers against the follo)ing entries.
*o: do # coe :ith challen5es in li2eB ? Encourage them to gi!e temporary ans)ers to the focus "uestion. 7ccept !aried ans)ers. ? Incite them to )rite their targets on )hat they e*pect 5 need 5 hope to learn in this lesson. %ell them to be reminded of these e*pectations as they )ork on the follo)ing phases of this lesson.
-or the YOUR TE(T phase+ Instruct them to pair up and reflect on the follo)ing "uotations in the /hy notB part&
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chal
bord ce, all su
1.
Don’t let
your bes irtue is i leep.” 2.“ When v powers s
.A -
-
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nony$ous8.
-alph 4alo
Let them take turns in ans)ering these "uestions. ? 2hat does each of the "uotations suggest3 ? =o you agree on )hat each suggests3 2hy3 ? 2hat does it take to face life0s difficulties5 challenges3
? In!ite them to share your findings )ith the rest of the class. ? 7ccept !aried responses and gi!e feedback. ?
In!ite them to )ork on the "E T*E "ET YOU C$N "E task )here they0ll ? )ork )ith a partner and look closely at the picture5 dra)ing of a father5 mother carrying his5her son5 daughter at his5her back .#oth of them are laughing5 smiling contentedly seem to be en,oying life . ? talk about ho) the dra)ing5 picture illustrates the same meaning being con!eyed in the "uotations+ then relate them. ? e*plain ho) closely they think5 belie!e the dra)ing match their mental image of coping )ith challenges. ? Let them share your findings )ith the rest of the class. ? 7ccept !aried responses+ then gi!e feedback. ? In!ite them to reflect on these "uestions( ? To what can you co$pare li"e 6 ? &o wors ha*e the power to help a person !et throu!h har+ i""icult ti$es6 ? Encourage them to find out ho) a poem )ritten by Langston /ughes )ill help them achie!e insights about them as they listen to you read the poem “ MOT*ER TO ON A 'y: 0an!ston ;u!hes%
Mother to on By:0an!ston ;u!hes 2ell+ son+ IKll tell you( Life for me ainKt been no crystal stair. ItKs had tacks in it+ 7nd splinters+ 7nd boards torn up+ 7nd places )ith no carpet on the floorW #are. #ut all the time IKse been a;climbinK on+
7nd reachinK landinKs+ 7nd turninK corners+ 7nd sometimes goinK in the dark 2here there ainKt been no light. 'o+ boy+ donKt you turn back. =onKt you set do)n on the steps. K$ause you finds itKs kinder hard. =onKt you fall no)W -or IKse still goinK+ honey+ IKse still climbinK+ 7nd life for me ainKt been no crystal stair.
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6uide them on to focus on the conte*t of the poem% ? Engage them to take acti!e control in '6=2 9 mall Grou .i22erentiated /or, 3 )here they )ill form small groups . ? ake them read the poem aloud+ and perform their assigned tasks. ? $larify to them their functions like for Grou 1 /ords4 :ords4 :ords they )ill read the poem and look for )ords that they found difficult then make a list of all of them. %hen , they0ll use a dictionary to find the synonyms of each )ord. %hey0ll share their findings )ith the class. ? 7ccept !aried ans)ers and gi!e feedback. for Grou @ ? Lead them to disco!er ho) the details in the poem tells a story and ask group C to find the meanin5F meanin52ul si5ni2icant eHerience. Impress upon them that )hen they read a poem + they get to kno) the e*perience of other people through its theme or its meanin5 . %his is something that the poet re!eals about the sub,ect . It0s the core of thought or the reactions5 !ie)s of the poet about humanity . %his gi!es insights about meaningful e*periences of human beings. %his gi!es them a better handle on their relationship )ith others and ho) they0ll react to challenges in life. ? ake them ans)er the follo)ing guide "uestions + then check their ans)ers against the ones inside the parentheses.
2ho is the speaker 5 persona in the poem3 9 a mother: %o )hat does the speaker compare her life3 9 stair)ay: 2hat is the speaker doing3 9 climbing the stairs: 2hat kind of stair)ay is it3 9 stairs )ith tacks+ splinters andboards+ )ithout carpet+ bare: 2hat kind of stair)ay is the mother 0s life not like3 9 crystal stair: 5. 6. 2hat does the mother tell her son3 9 life is full of challenges they continually need to face 5 o!ercome+ so they must be strong :
1. 2. 3. 4.
? Let them copy the illustration of the stairs as sho)n in their learning material and fill it up )ith entries called for. 7ccept !aried responses and gi!e feedback .
for Grou I they need to )ork on the alient ;oints of the poem . ? $larify to them that )hen they read the poem or listen to others read a poem+ they can come up )ith a broad statement that sums up the poem0s central meaning. %his is the aDility to ma,e 5eneraliation about life and human nature as con!eyed in the poem read or listened to. %his can help you en,oy reading poem or listening to poems read. ? 7s they )ill read the poem they )ill disco!er the ans)er to these "uestions. ? 7s a )hole+ )hat does the poem talk about3 9 7 mother ad!ices her son to be strong in facing and o!ercoming challenges in life.: ? %he poem is di!ided into F parts. 2hich part5 lines of the poem talk about hardships3 responses to hardships3 other0s ad!ice to keep3 Use the table for their r responses. ? ake them check their ans)ers against these. Resonses to *ardshis hardshis
the first lines ( line >;:
the ne*t lines 9line D; >F :
Mother’s ad!ice to ,ee the last lines 9 >H ; C?:
? 2hich is the most interesting5 catchiest line5 phrase in the poem3 )hy3 ? 2hich part makes you think of someone 5 something in true to life e*perience3 ? 2hat do you think is the most probable purpose of the )riter for )riting this poem3 ? ake them share their findings )ith the class.
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7ccept !aried responses and gi!e feedback.
-or Grou H Messa5e 2or you4 ask them to discuss the ans)er to the follo)ing "uestions and share their findings )ith the class ? 2hat poetic de!ices are used in the poem3 9 imagery+ sounds+ poetic contractions+ repetition+ tone: ? 2hich one helps clarify the message more3 ? 2hich part do you like best3 2hy3 ? 2hat do you think might ha!e moti!ated the mother to ad!ice her son3 ? Is the message of the poem )orth)hile3 1ro!e your point. ? /o) important is the poem0s message in your life3 ? 2hat ha!e you learned from it3 ? 7ccept !aried ans)ers to the "uestions 9e*cept the first one: and gi!e feedback. 'or Grou < 8 >$ 0 ualities and $ttitudes dislayed3 ? 7sk them to point out )hat approach to5 attitude in life the persona intended to sho)5 share in the poem. Let them list these attitudes and plot them in the chart. ;ersona’s MiHtu $TT#TU.E Good
Not Good
Good
Not Good
? 2hat ne) and special )ay does the poem gi!e you3 ? /o) )ill it help you to become a better person3 ? ake them share your findings )ith the class. ? 7ccept !aried ans)ers and gi!e feedback. ? E*plain further to them that TONE tells the speaker0s attitude to)ard the sub,ect. %his can be one of these 9 serious+ light+ bored+ inspired+ sarcastic+ happy+ sad+ )orried self;satisfied+ )ishful+ optimistic etc.: %his re!eals the speaker0s feeling to)ard the sub,ect.
-or Grou = More Challen5es are in store for them. %hey ha!e to ? talk about ho) the speaker 5 persona feel about the challenges in life and e*plain her reaction to these challenges. 9 %he persona has an optimistic attitude to)ards facing and o!ercoming these challenges in life.: ? 1oint out the lines 5 phrases that shed light on these. ? Use a table like the one sho)n for your responses. Lines /hrases #ersonas 0eelin3 Reason su//orts
? ake them share their findings )ith the class and gi!e feedback.
-or Grou ? let them do the $ %ey toacti!ity. ? Impress to them that the speaker0s 5 persona0s attitude to)ards the sub,ect can be gleamed from the "uality of the language the poet used. %his is called the tone )hich can either be formal or informal+ serious or light.in most cases+ tone is suggested by the "uality of the language used by the poet. 2ords re!eal the speaker0s feeling and attitude in life. ? ake them choose from the list the tone used by the speaker 5 persona. 7ppro!ing admiring critical fearing playful serious light mimic calm ocking polite angry persuasi!e en!ious an*ious afraid mysterious confused triumphant defeated cynical hopeful defiant /ostile sorro)ful happy doubtful forgi!ing inspiring ?
/a!e them note )ords that reflect the poet0s 5 speaker0s attitude to)ard the sub,ect and select a single )ord 9 ad,ecti!e: to identif y the sea,er’s tone. PERSONA
Word Choices
as
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ake them e*plain ho) the tone change in the poem0s last part+ the effect of the change and the )ay the poet uses tone to emphasie the im/ortance o0 meetin3 co/in3
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6i!e feedback.
-or Grou 4 let them try the EHtended Metahor acti!ity. Impress upon them that an ? Etended Meta/hor is a feature of a lyric poem that presents comparison o!er se!eral lines of 5 throughout the poem. Let them point out ho) the persona makes many comparisons from the start up to the end line of the poem. 7sk them to list these comparisons. of the mother $rystal stair)ay ? Let them describe )hat the image of crystal stair)ay suggests. Crystal stair:ay’s ima5e /hat it su55ests
$arpeted+ not bare 2ithout tacks+ splinters and boards ?
ease and comfort lu*uries in life
ake them share their findings )ith the class and gi!e feedback.
-or Grou + their ,ob is .ra:in5 Conclusions. Lead them to discuss )hat illustrates the persona0s state of mind at the end of the poem. 7nd list the choices offered to her. $ontinue by considering the choice she made. ? E*plain further that dra)ing conclusions 5 generaliations entails deciding )hat solution in terms of !ie) about life and human nature is best for you to adopt. You can use the details presented in the poem as e!idence that the e*perience applies not only to fe) but also to the ma,ority. ? 7sk them to make conclusion as to the kind of choice the mother5 persona made+ then gi!e e!idences 9 lines from the poem: to support their conclusion.
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ake them share their ideas )ith the class and remember to gi!e feedback.
-or the last group+ Grou 1- make them )ork on the Tyes o2 ;oetry& ? 7sk them to think back and recall the F types of poetry. %hen+ ask them( /o) they differ+ )hich of them tells a story+ e*presses !i!id thoughts and feelings+ and uses dramatic techni"ue like speaker+ conflict and story. ? ake them categorie @other to 'onA as to )hat type of poetry it is and recall the other poems they 0!e e*plored in class+ then decide to )hat type each belongs. ? Lead them share their ideas )ith the class. ?
6i!e feedback by pointing out the features of the F types of poetry.
In!ite them On Usin5 CONTR$CT#ON& ake them find a partner and mull on ho) the follo)ing "uotation relates to the message of ;MOT5ER To SON by Langston /ughes.
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“ Our stru33les! e00orts to 0ace di00iculties in li0e! sacri0ices! charit and 0er6ent /raers are the seeds o0 our success8 To
%heir possible ans)ers are B Ill! aint! clim
reachin! turnin 3oin! dont! Hcause ? $larify )ith them the effect of these contractions to the tone and message of the poem.
7sk them To use or not to use contractions in these sentences through correcting each error in the use of contraction and possessi!e pronoun. 1. 2ho0se it 0s author3 to 2. /a!e you accepted they0re opinion about coping challenges.
%heir here to demonstrate they0re understanding. Its too late for you to go they0re. %hey0re here to stay and its about time too. ? In!ite them to do the Contractions Game )here they0ll form three groups and )rite each of these !erbs in the inde* cards5 slips of papers. 9 )ill+ could+ is+ ha!e+ do+ does+ did+ can+ are+ )as etc.:+ and place the cards5 slips of papers in a pile.%hey must take turns in turning each !erb into contraction )ith the )ord NO%. 7fter a )hile each player tells and spells the contraction aloud+ then uses it in a sentence.
3. 4. 5.
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6i!e B pts. for each correct and complete ans)er and consider the group )ith the most number of points as the )inner.
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In!ite them to Try #t Out& %hey )ill i magine t)o personas+ poets 9 from the t)o poems you like5 find interesting: meet and ha!e meal together and ho) each shares !ie)s5 thoughts on ho) to face challenges in life .%hen+ they0ll make up fe) lines of dialog sho)ing their sharing of ideas. Remind them to use contractions.
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7ccept !aried ans)ers and gi!e feedback.
%his time+ encourage them to keep in mind these disco!eries+ ne) ideas + ne) de!elopments you ha!e as you continue on the ne*t phase. %his clearly sho)s that they are ready to do some practical application as e*tension of their understanding of the key concepts. %hrough using their communication and literary skills learned+ try the 'O,R ISCO%ER' TAS*S ? One is An Ad6ice task )here they0ll discuss ho) to )ork )ith a student )ho has been disappointed 5 frustrated 5 almost disillusioned because of a problem met .%hey ha!e to think of )hat ad!ice they ha!e to offer adults )ho )ork )ith young people like this disillusioned adolescent. 7fter a )hile+ they0ll prepare a brief oral report about it+ then share their ideas )ith others. ? 7ccept !aried reactions and gi!e comments5 suggestions. ?
? Incite them to make an $d!ice Colla5e )here they0ll c reate a collage based on their chosen lines5 images from the poem and find 5 create pictures5 photos5 dra)ings that illustrate the message they )ant to con!ey. Remind them to design the layout of their collage and use the internet and other forms of technology to enhance their collage. ? 6i!e comments and suggestions.
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Let them ha!e a NOM#NEE task. %hey )ill imagine that an international agency is going to gi!e a Medal o2 *onor $:ard to anyone )ho is able to inspire a lot of people through his5 her poem5 )riting. %hey are to )rite a letter to the head of the agency and nominate your fa!ourite poet for the a)ard and remember to highlight the reasons for your choice. 7sk them to read their letter in class .
? Encourage them to do the Musically Yours task. 7sk them to scout for songs that e*press any or some of these e*periences. 9 1o!erty+ pre,udice+ loss of lo!ed ones+ failures+ setbacks+ hope+ perse!erance+ sound decisions+ charity+ courage+ faith + and determination. In!ite them to play the tape of 5 render the song then talk about its connection to the poem. ? In!ite them to add more proofs of their understanding on the target concepts and to hone their communication skills through acti!ating for their '#N$L T$% since they are all set to try this ne*t phase of the lesson that )ill sho) them ho) they can present an #n2o8 $d!ocacy Camai5n on Usin5 ;ositi!e /ays To Coe /ith Challen5es4 and the criteria for assessment )ill be( focus5 content+ !isuals+ clarity of purpose+ and language con!ention. ? -or the initial stage they0ll try the M$G#C as they )ork in groups of fi!e and find out ho) familiar they are )ith these MAGIC 7 )ays. ? 'ee hardships as challenges rather than insurmountable obstacles. ? -ocus on the positi!e rather than the negati!e effects. ? %ake comfort in the lo!e and support of the family. ? Look for and take comfort in small pleasures. ? =e!elop a greater sense of pride or accomplishment from
the challenges5 decision made. ? Offer opportunities to all )ho can pro!ide solutions. ? Increase tolerance under e*treme condition. ? 7ct and think that )hat you do make a difference. ? ake them point out )hich of them ha!e you tri ed 5 e*perienced already as you faced the challenges of e!eryday life and as basis for self; impro!ement and ,ot do)n their thoughts about ho) their e*periences ha!e gi!en them second5 best chance for self;enhancement. ? ake them share their thoughts )ith their peers+ group mates and others. ? 7ccept !aried reactions and gi!e feedback.
? Ne*t+ let them do the T*E "ET #N'O8 $. C$M;$#GN )here they0ll imagine that each of them is a famous 5 influential person )ho is committed to promote ho) to cope )ith challenges through using all forms of media and that he5 she is the go!ernment official )ho )ill help in the promotion and information dri!e to educate and help teenagers like you in coping )ith challenges. ? 7sk them to prepare a radio script highlighting your chosen magic )ays from agic D acti!ity and focus on the important concerns5 issues5 problems confronting teen agers of today. ? ake them choose the best ads that present the concerns of the ma,ority among the groups and analye the structure+ format+ contents+ style+ strategies used in the ads. ? ake them find and choose contemporary songs that re!eal some of the same emotions con!eyed in the radio script and share the songs )ith your classmates. %hen+ talk about ho) it relates to the message of the radio script. ? $hoose members of the group )ho )ill form the cast+ including the narrator and the leading character and make a tape of the background music and sound effects that you might use. ? Let them put together+ relate and use the musical recordings and the radio script ready for the rehearsals. ? 1ushthem to rehearse+ polish+ record and share your radio script )ith the class. ? Gi*e feedback. ? Let them set up a special meeting for them to brainstorm+ discuss and decide on the ? Ob,ecti!es ? =ifferent $ommittees ? 1rograms they need to produce your ma,or task ( an #n2o8$d F $d!ocacy Camai5n on usin5 ositi!e :ays to coe :ith challen5es 3 ? 7cti!ities ? 1lans . ? Let them inter!ie) groupmates on the specific topic5 sub,ect for the Info;7d you )ant to )ork on and come to a group consensus then rank them .
? ake them decide on and choose the most preferred topic by the ma,ority. ? Encourage them to research and gather information about the topic for the 7d and use note cards for gathered information. ? In!ite them to ? share findings5 disco!eries )ith the group. ? create a "uestionnaire designed to gather information they need about the "ualities and features of an ad campaign that )ould attract people. ? ask and ans)er "uestions on ho) they )ill present the 7d.. ? plan the concept+ features and modes of presenting the Info 7d. ? prepare the script+ technological aids + musical background and materials needed for the Info;ad. ? rehearse and shoot for the Info;7d. ? conduct peer checking. ? present+ re!ie)+ edit and polish the Info;7d based on the comments and the suggestions made by your peers. ? ans)er the follo)ing "uestions. ? 7re there other changes they )ant to make on your Info;7d3 ? Is there anything included that you )ould like to take out5 omit3 ? Is there any information5 idea that you missed to include5 need to add3 ? 7re there other changes they thought could ha!e been made3 ? Is there anything included that they )ould ha!e taken out3 ? Is there any information that they )ould ha!e elaborated on3
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? make necessary changes and modifications ? use appropriate technology aids in your oral presentation of your Info;7d. ? Encourage them to present their #n2o8$d F $d!ocacy Camai5n on Usin5 ;ositi!e /ays to Coe :ith Challen5es and post it in their facebook 5 t)itter )all 5 blog + email in!iting the public especially their friends to share their comments and suggestions through -#5 %)itter 2all or e;mail. Let them assess the #n2o8$d F $d!ocacy Camai5n on Usin5 ;ositi!e /ays to Coe :ith Challen5es based on the follo)ing
criteria( focus5 content+ purpose+ organiation5 de!elopment+ rele!ance+ clarity+ style+ impact and I$% integration. -inally+ for YOUR TRE$URE 4 impress upon them that they0!e learned that in their life0s ,ourney+ simple or complicated changes keep going and going. %hese changes bring a lot of trials 5 roadblocks or challenges. 'ometimes they bring happiness+ at times depression. Just the same + you ha!e to cherish these changes that bring challenges because they push you either up and do)n that is )hy you react positi!ely by looking for )ays to make your life better if not the best% ? In!ite them to do the *o: are you doin5B phase )here they )ill think back on the acti!ities+ tasks they00!e finished+ concepts5 ideas they0!e learned and reflect on then ans)er the follo)ing "uestions. 1. 2hat is it that you found most en,oyable5 most difficult in this lesson3 2. 2hat do you plan to do a)ay )ith these difficulties3 3. 2rite at least F possible )ays 5 steps you can adopt for you to get a)ay )ith these difficulties. 2hat skills do you hope5 e*pect to impro!e5 strengthen in the 4. ne*t lessons3 5. ? ake them plot their responses in their Learning Log.
LI%ING .IT5 A #,R#OSE In!ite your students to read the YOUR JOURNEY phase and clarify that this is the time+ they can see )hy there are changes they are e*periencing that are best for them and ho) they )ill make them feel great. ake them see that their physical+ social+ emotional and moral changes may lead to their personal strengths and )eaknesses. Lead them to the #I6 Xuestion( *o: can # ha!e a urose dri!en li2e 3 that )ill ser!e as the gra!itational core of the ideas they0ll share. Inform them that the discussion 5 e*ploration they0ll engaged in this lesson )ill naturally tie together )ith the information carried in the !aried acti!ities follo)ing 5 supporting the o!erall theme A Enhancin5 The el2& %he elements of the poem they0ll re!isit and e*plore more fully gra!itate around the sub; theme li6in3 1ith a /ur/ose. ake them go o!er the list in the YOUR O"JECT#)E part )here they are e*pected to( ? sho) appreciation for the significant human e*periences highlighted and shared during the discussion5 presentation. 9literature: ? compare and contrast information listened to. 9 listening: ? dra) generaliations and conclusions from the materials !ie)ed. 9 !ie)ing: ? use antonyms to arri!e at meaning of )ords. 9 !ocabulary: ? dra) similarities and differences of the featured selections in relation to the theme. 9literature: ? use "uotation marks effecti!ely.9 grammar a)areness: ? )rite a script for a poetry reading. 9)riting: ? use the appropriate and effecti!e speech con!entions in poetry reading. ( oral language and fluency:
'tress at them it is e*pected that they are to demonstrate ho) their language communication and literary skills can be continuously de!eloped as
they e*plore chosen poem highlighting the importance of li!ing )ith a purpose. Remind them that their e*pected output )ill be oetry readin54 and the criteria for assessment )ill be( =eli!ery+ &oice+ 6estures+ -acial E*pression and Eye $ontact Lead them to YOUR #N#T#$L T$% part. -irst ask them to try UEEPE.& 7sk them if they are "on of listening to music. E*plain to them that listening to music is the same as looking closely at the picture5 dra)ing5 illustration ,ust as it is like reading a poem to unfold its meaning. $heck on )hat problem they ha!e in unfolding the meaning ? of a poem and )hat )ill they0ll do to impro!e in this area. ? ake them remember this "uestion as they )ork on the phases of this lesson. *O/ .O YOU LOO% $T L#'EB ake them read the follo)ing "uotations and
@%o be )hat )e are+ and to become )hat )e are capable of becoming is the only end of life.A ;;; Robert Louise '!enson @Life is a big sea full of many fish. I let do)n my nets and pull.A Langston /ughes
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compare them+ then look for )hat they ha!e in common.
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ask them if they agree on )hat each suggests and pro!e their contention.
=ri!e them to do the /hy NotB task. ?
make them listen to the song+ @2here are you going to @ and reflect then share ans)ers to these "uestions. ? 2hat feeling5 emotion does this song e!oke3 E*plain.
/o) does the song0s message relate to your life3 2hat is the best )ay to li!e life3 =o you belie!e on the importance of personal achie!ement on earth and look to one another as )ell as 6od for inspiration3 ? 2hat do I already kno) about li!ing )ith a purpose3 ? 2hat do I )ant to kno) more about li!ing )ith a purpose3 ? ? ?
In!ite them to )ork on the Core uestion phase )here you0ll ask them to ? pair up and take turns in asking "uestions they ha!e about ho) to li!e )ith a purpose. ? )rite at least three 9F: "uestions 9in line )ith li!ing )ith a purpose : they hope to ans)er later.
Questions I have about living with a purpose
? %his time+ make them come up )ith the most essential 5 focus "uestion+ and check it against this one(
*o: can # ha!e a urose dri!en li2eB =ri!e their attention back to the FOC,S -,ESTIONB *o: can # ha!e a urose dri!en li2e3 ? ake them gi!e logical temporary ans)ers to the focus "uestion. ? 7sk them to )rite on 2hat they e*pect5 need 5 hope to learn and )rite your targets on )hat you e*pect 5 need 5 hope to learn in this lesson. ? Inspire them by saying they are no) ready "or the ne*t phase of the lesson. ? Lead them to YOUR TE(T hase of the lesson )here they )ill )ork on the My Resol!e tas,. ? /ere+ ask them to pair up and look closely on the dra)ing5picture of a father )ith his daughter and a puppy strolling leisurely along the seashore. ? Instruct them to take turns in ans)ering these "uestions. ? 2hom do you remember and )hat situation in life do you remember as you look at the dra)ing3
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? 2hat general obser!ation in life is illustrated 5 suggested in the dra)ing3 ? /o) closely do you think5 belie!e do the dra)ing match your mental image of li!ing a life )ith purpose3 1ro!e your point. ? 2hat is your o!er; all impression of this dra)ing3 ? /o) does the picture make you feel3 ? 2hat other !isuals can you think of to illustrate li!ing )ith a purpose3 1ro!e your point. ake them share their findings )ith the rest of the class.
7t this point+ they should try 'U#ON O' OUN. $N. ENE& $larify to them )hat really contribute to the poem0s meaning. Remind them that the orchestration of sounds+ story+ sense and form brings about @lifeA in a poem they read and that absolutely dri!es them to @feelA life in it. %hrough the )ords used by the poet+ as e*pressed by the @personaA 5 speaker+ the !i!id images+ clear sounds+ e*act feelings are clearly con!eyed. No)+ incite them to find out ho) they can li!e a urose dri!en li2e by ? -irst+ they ha!e to listen to you read the poem )hile they read it silently. ? 7sk them to focus on the conte*t of the poem and try to list )ords5 phrases5 lines that con!ey sound+ feeling and meaning.
$ ;salm o2 Li2e DyA *enry /ads:orth Lon52ello: %ell me not+ in mournful numbers+ Life is but an empty dream -or the soul is dead that slumbers+ 7nd things are not )hat they seem. Life is real Life is earnest 7nd the gra!e is not its goal< =ust thou art+ to dust returnest+ 2as not spoken of the soul. Not en,oyment+ and not sorro)+ Is our destined end or )ay< #ut to act+ that each to;morro) -ind us farther than to;day. 7rt is long+ and %ime is fleeting+
7nd our hearts+ though stout and bra!e+ 'till+ like muffled drums+ are beating -uneral marches to the gra!e. In the )orld0s broad field of battle+ In the bi!ouac of Life+ #e not like dumb+ dri!en cattle #e a hero in the strife %rust no -uture+ ho)e0er pleasant Let the dead 1ast bury its dead 7ct+W act in the li!ing 1resent /eart )ithin+ and 6od o0erhead Li!es of great men all remind us 2e can make our li!es sublime+ 7nd+ departing+ lea!e behind us -ootprints on the sands of time< -ootprints+ that perhaps another+ 'ailing o0er life0s solemn main+ 7 forlorn and ship)recked brother+ 'eeing+ shall take heart again. Let us+ then+ be up and doing+ 2ith a heart for any fate< 'till achie!ing+ still pursuing+ Learn to labor and to )ait.
In!ite them to be acti!e in 'mall 6roup =ifferentiated 2ork )here they0ll )ork in small groups . 7sk them to read the poem aloud+ and perform their assigned task. for Grou 1 The Oosites ? ake them look for )ords in the poem )hich are opposite in meaning to each of the follo)ing. /a!e them check their ans)ers against these ones. 1. hay Q 2orlorn ?& Duilt Q shi:rec,ed 2. smart Q dumD & mo!es Q slumDers 3. Ridiculous Q suDlime & #nsincereQ earnest
4. 5. 6.
Unserious Q solemn cheer2ul Q mourn2ul
1- &harmonyQ stri2e 11&ermanentQ 2leetin5
oen
1@& Loud Q
Q Di!ouac
mu22led 2or Grou @ ?
Let them discuss their ans)ers to the follo)ing "uestions. ? 2hat according to the poem is our @destined endA or purpose3 ? Is the poem morally uplifting and sentimental3 1ro!e your point. ? /o) can one be a man according to Rudyard 8ipling3 2hat conditions are suggested by the persona5 speaker in order ? for anyone to become a man. Recite lines that Illustrate each condition. ? 6i!e feedback.
2or Grou I ? ake them think about ? )hat the speaker says life is not. ? the command @ 7ct+ act in the li!ing present.A ? the last four lines of the poem ? the "uotation you choose as closest to your philosophy in life. ? )hy the poem is an inspirational one ? ho) the poem celebrates the gift of life3 ? 6i!e feedback.
2or Grou ? 7sk them )hich of the lines suggests ? 9eople shoul continue to appreciate li"e on earth as *ery i$portant an real% ? ti$e to act is
/o) does Longfello)0s !ie) of life compare )ith your o)n !ie)3 ? Re"uire them to point out the lines in the poem that ? sho) Longfello) has a strong and optimistic !ie) in life ? you think5belie!e the young people might5 might not agree )ith. ?
Lon30ello1s 6ie1
? 6i!e feedback.
;*#LOO;*Y in L#'E M 6ie1
Results
'or Grou = ? ake them mull on and ans)er these ( 2hat are the !alues e*pressed in the poem3 =o the people of today still share the !alues e*pressed in the @1salm of LifeA3 1ro!e. ?
-or further e*ploration in!ite them to do the # Li,e #t acti!ity.
? ake them find F or H classmates and talk on )hat they like about a. the poem its sub,ect b. c. the poem0s mysteriousness the )ay the )ords appear on the page d. e. the mood of the poem puts you in )hat makes you remember f. g. )hat it makes you think about h. /*$T # L#%E aDout Title o0 the /oem
Its su<ect The /oems msteriousness The 1a the 1ords a//ear on the /a3e
The mood o0 the /oem /uts ou in .hat it makes ou remem theme or 3eneral truth in li0e?
? ake them share their findings )ith the class. ? 6i!e feedback. ?
It0s time for Comarin5 and Contrastin5& ? $larify to them that finding similarities and recogniing differences can help them understand their reaction to different persons and information they listened to. ? ake them )ork in small groups of H as they recall another poem they ha!e e*plored in class and they found interesting. ? /a!e them compare it )ith $ 'y:;enry 4asworth ;salm o2 Li2e 0on!"ellow + then choose the basic categories such as ( sub,ect + the mood5tone+ and !ie)point on general truth in life. ? Ne*t+ let them compare the specific points that are similar enough to enable you to dra) effecti!e comparison. ? 7llo) them to plot their ans)ers in the chart as sho)n. ;oem 1
;oem @
Title o" the poe$ Su',ect The $oo + tone ?
The$e or !eneral truth o'ser*e in li"e
6i! e fee
?
6uide them On Usin5 UOT$T#ON M$R%& ? Remind them that e!en in poems+ especially in dramatic or narrati!e poems+ "uotation marks 9 6 6 : are used to enclose the e*act )ords of the speaker5 persona+ character. ake them consider these lines from the poems. 1.
;e $et a pil!ri$ shaow8 “ Shaow3 sai he .where it can 'e8 This lan o" 2lorao63
? Instruct them to )ork )ith three or four of your classmates for them to discuss their ans)ers to the follo)ing "uestions. ? /o) are the "uotation marks used in !erse No. >3 !erse no. C 3 ? 2here are they 9 open and close "uotation marks: positioned in sentences3 ? 2hat are enclosed in "uotation marks3 ? /o) do the use of the "uotation marks from !erse no.> differ from !erse no.C3 ? 2hen do )e use a set of single "uotation mark 9 + + :3 ? 2hat are the other uses of "uotation marks3 ? Instruct them to report back to class+ and share their findings. ? 6i!e feedback. ? ake them do the UOTE ME e*ercise as they recall their most liked 5 interesting lines 9 at least three : from the poems e*plored in class. ? Ne*t+ they0ll Imagine the persona5 poet is personally talking to them. ? Instruct them to report directly )hat the persona5 poet is saying by )riting these lines through using "uotation marks. ? 6i!e feedback.
"ro$: ; ORA 2!ar
You aid #t ? 7sk them to find a partner+ and create a brief con!ersation they )ould ha!e on ho) to ha!e a purpose dri!en life. ? Lead them to create a discussion )ith the poet5 persona about it. ? ake them act out a con!ersation and present a )ritten copy of the con!ersation5 dialogue. ? Remind them to use "uotation marks in your dialogue. ? 6i!e feedback.
-or 'O,R ISCO%ER' TAS*S ? In!ite them to e*pand their e*periences on the message of the poem through TR#)E& /ere+ they need to pair up+ and share ideas+ thoughts on ho) can a poem help young people )ho are ha!ing trouble. ? Instruct them to report back to class. ? 6i!e feedback. ? /a!e them do the harin5 :ith the ;ersona as they )ork in groups of fi!e and imagine they meet the persona.
ake them share )hich of the persona0s ? insights they like to discuss )ith him. ? e*periences that make the change their mind strengthen their resol!e about something or see something about , themsel!es others in a ne) light. ? Instruct them to report back to class. ? 6i!e feedback.
?
-or Your Turn ? Incite them to imagine they are the poet recei!ing the edal of /onor 7)ard for the inspirational poem he5she shared. ? Instruct them to )rite a speech about ho) grateful they are of the a)ard. ? ake them e*plain )hy they came up )ith the masterpiece. ? 7sk the to deli!er the speech and use correct phrasing+ pausing+ !oice pro,ection+ facial e*pression+ eye contact and gestures ? Remind them to talk about ? ho) they may apply the ad!ice gi!en by Longfello) in the poem. ? 2hat might be their life be like if they )ere pre!ented from pursuing their dreams or goals.
? 2hich personal "ualities are needed to hold on to dreams in ad!ersity. ?
Instruct them to report back to class.
? 6i!e feedback. ? In!ite them to add more proofs of their understanding on ho) to li!e a purpose dri!en life through taking acti!e control in the YOUR '#N$L T$%& ? E*plain to them that one good )ay to sho) their appreciation of the poem they read and e*plore is through gi!ing ,ustice in reading it orally. 7ssure them that they can pro!e their understanding of the poem0s message through oral reading. %his is obser!able )hen the y communicate the pri!ate+ personal+ uni"ue e*perience of the poet5 persona to their audience. ake it clear to them that their final output is poetry reading. 2hen they get ready for it they must keep in mind the follo)ing points. ? $larify to them that their first ,ob is to find a poem they feel a connection )ith and they )ant 5 feel5 en,oy reading in public. ? ake them think about their purpose< that is+ t o share the @feelingA and the @e*perienceA. ? Remind them to follo) the follo)ing( ? pre!ie) the te*t to check the difficult and unfamiliar )ords. ? make a )orking script )here you need to ha!e the copy of the poem. ? identify the speaker and )hat he5she is trying to say. ? point out the tone of !oice to be used.5 ? note )here his5her tone might change slo)ly+ fast+ soft+ loud ? 1rompt them not to come to a full pause but read on to the ne*t line to complete the thought. ? In!ite them to plan and rehearse )here they0ll ? memorie and understand the te*t. ? plan their mo!ements. ? Remind them of these criteria as they read the poem aloud. ? &oice 9 "uality+ pro,ection+ !olume+ pitch: ? =eli!ery 9 phrasing+ pausing+ intonation+ stress: ? -acial e*pression+ gestures+ eye contact. ? 1rompt them to practice reading aloud. ? 'tress on them the importance of reading according to punctuation and breaking do)n the parts into sub,ect and its meaning. ? 6uide them to read groups of )ords for meaning rather than reading single )ords.
? Remind them to change the tone of their !oice to add meaning to the )ork )hile they remember the criteria ( =eli!ery+ &oice+ 6estures+ and -acial E*pressions ? 7llo) them to read the poem to the class. ?
Remember to ackno)ledge them and ask ho) they feel about their ma,or output before leading them to the YOUR TRE$URE hase& ? 1rompt them by saying they en,oy learning and let the$ t hink back on the acti!ities+ tasks they0!e ,ust finished and concepts they0!e learned. ake them reflect on and ans)er these "uestions.
2hat is it you found most en,oyable3 ost difficult in this lesson3 2. 2hat )ill you do to do a)ay )ith these difficulties3 3. 2rite at least F possible )ays5 steps you can adopt for you to get a)ay )ith them. 4. 2hat do you hope to strengthen in the ne*t lesson5s3 1.
? -or their final task in!ite them to complete the chart as sho)n )ith entries called for.
NameA __________________ ___________
GradeF ection
-uarter JJJ Lesson JJJJJJJJJJJJJJJJJJJ #art o0 the lesson that I Most enKoyaDle Most di00icult .as to 3et a1a 1ith the most di00icult
5o/e e/ect to im/ro6e stren3then in the net lesson
CELERATING SELFK.ORT5 'tart this lesson by in!iting your students to read the o!er!ie) in the initial Your Your Journey phase Journey phase and ask them reflect on its importance. Impress upon them that this lesson marks the first ma,or stop of their itinerary in 6rade Q English. %hey are to demonstrate their understanding of all the important self;concepts side along the essential l iterary concepts and language communication skills they )ill need for them to celeDrate their sel28 :orth4 and raise their sel28esteem . %his is made possible through a speech choir presentation as e!idence of their understanding. ake their e*pectations clear< that+ this lesson is dra)n from the baseline of celeDratin5 sel28:orth )here it their e*ploration of some important concepts leading to self enhancement. $larify that through their understanding of the o!erriding and underlying concepts plus the tasks they )ill engage )ith in this lesson+ they0ll surely be able to ans)er the #I6 Xuestions( 5o1 can I attain sel0K1orth&
What does it ta)e to get the *ost out o+ li+e 'tress to them that they0ll pro!e that reading poems can really help uplift their sense of self; )orth. 1arallel to this+ taking acti!e control of all the language communication skills they0!e fostered in this "uarter marks their understanding. /opefully+ this can be demonstrated through a !ery impressi!e seech choir resentation. resentation. In!ite them to go o!er the entries in the YOUR O"JECT#)E phase )here they are to focus on their ob,ecti!es like( ? dra) generaliations and conclusions from the material !ie)ed 9 !ie)ing: ? summarie information from the te*t listened to 9 listening: ? pro!e that the title ser!es as a big big clue as to the meaning of the poem 9reading: ? use definition to arri!e at the meaning of )ords 9 !ocabulary:
?
? e*plain ho) a poem is influenced by culture and other factors 9 literature: ? use literary de!ices and techni"ues to craft poetic forms 9 )riting: ? use the appropriate and effecti!e speech con!entions e*pected of speech choir presentations 9 oral language and fluency: . Remind them that their e*pected output is a !ery impressi!e seech choir resentation4 and the criteria for assessment )ill be( =eli!ery+ &oice+ &oice+ 7udience Impact+ 6estures -acial E*pressions and $horeography.
? ake them start )ith the Somethin3 S/ecial Game in Game in YOUR #N#T#$L T$% phase. /ere they )ill form t)o big groups and ? recall the poems they0!e e*plored in class ? select lines that they found special or ne) or that affected their attitude in life that allo)ed allo)ed them to become a better person ? )rite these chosen lines from the poems on slips of papers+ and deposit them in the designated designated special bo* ? /a!e them dra) lots on )hich group )ill be the first to read the chosen lines and to share their thoughts about them. ? 7llo) them to take turns in sharing their insights and alot three 9F: minutes to share their insights and gi!e fi!e 9B: points for each sharing. ? $onsider the first group to come up )ith the most number of points as the )inner. ?
1erk up their interest
through the .i5nity .eli5ht acti!ity & ? 7sk them( 2hat do you do to celebrate self;)orth3 %hey can probably buy )hat they )ant+ take a trip to the mall+ stroll in the park or seashore+ or hang out )ith their friends doing things they like to do. ? In!ite them to dra) a picture or illustrate the )ays they celebrate their self;)orth. ? oti!ate them to use creati!e )ays in their dra)ing. ? 7llo) them to )ork )ith a group of classmates and and compare their ideas about about the .)ay they celebr celebrate ate self )orth. )orth. 7sk them them ho) closely they think5 belie!e these dra)ings match their mental image of
celebrating self;)orth. ake them pro!e their point. %hen+ ask them to share their group0s ideas )ith the )hole class. ? recent
?
-or the
*ere and No:
acti!ity+ acti!ity+ ha!e them reflect on the
issues and problems that they need to attend to and decide )hich of them can be sol!ed through their understanding of the concepts re!ealed in the pre!ious lessons. Lead them by asking( asking( 2hich of these concepts concepts do they need more to help sol!e these problems3
In!ite the students to a the Gettin5 The Most Out o2 Li2e acti!ity )here they )ill form a threesome. 7sk them to take a good look at the picture you0ll present to them.
?
7sk them to talk about )hat it communicates to them. T hen+ ask them to use the follo)ing follo)ing guide "uestions. ? =oes the dra)ing ans)er the "uestion( What does it ta)e to
get the *ost out o+ li+e ? 2hat general truth in life comes to your mind as you see this picture3 ? =oes the picture illustrate the !alue of celebrating self;)orth3 ? 2hat details of the picture suggest the importance of attaining self;)orth3 ? /o) )ell+ do you think the illustrations interpret the !alue of celebrating self;)orth3 ? 2hat is your o!er; all impression im pression of this dra)ing3 ? /o) does the picture make you feel3 ? 2hat other !isuals can you think of to illustrate il lustrate your sense of self; )orth3 1ro!e your point. ? ake them con!ene after ten 9>?: minutes+ and keep a record of their findings 9in line )ith celebrating self;)orth: and share their findings )ith the class. ? Encourage them to find common grounds around their ideas.
/ighlight the FOC,S -,ESTIONSB 5o1 can I attain sel0K1orth& and What does it ta)e to get the *ost out o+ li+e ? oti!ate them to gi!e logical temporary temporary ans)ers ans)ers to the focus "uestion. ? 7ccept !aried ans)ers from your students. ? Lead them them to share share ans)ers to this "uestion( /hat do # eHect4
?
need or hoe to learnB
? ake them )rite their targets on )hat they e*pect+ e*pect+ need and hope to learn in this lesson.
.hat I e/ect! need!! or ho/e to learn KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK ?
$onfirm their
readiness for the 'our Tet phase of the lesson 8 the Li2e’s tair:ay task& /ere+ they )ill ? ake sure they )ill do the Li2e’s ? =ra) and and label a stair)ay or road or path that reflects reflects their their life or the life of someone in the family or someone )hom )hom they lo!ed so dearly dearly.. ? Use the follo)ing follo)ing "uestions as a guide. guide. ? 7re there t)ists and turns in your life3 ? 2hat are they3 ? 7re all the steps the same height3 2hy or )hy not3 not3 ? Is part of this stair)ay or road or path in the past+ present or future3 ? /o) are the parts different3 ? 2hich part in the past or present or future represents your self; )orth and and ho) did you celebrate celebrate or )ould like to celebrate this3 ? 7sk them to )rite a short description of )hat they the y dre). dre). ? 7sk them to share their )ork )ith the class. ? 6i!e your comments and feedback. ? %ell %ell them that they can get clues to the meaning of the selection they )ill read if they kno) ho) to predict or pro,ect. ? In!ite them to pro,ect by using the TITLE of of the piece they )ill read. ? /a!e them( ? read and and focus your your attention on the title 6#'S 'y -uyar 1iplin!% ? e*press their thoughts+ !ie)s on on )hat the sub,ect sub,ect of the poem could be. ? copy the illustration as sho)n in their learning material and fi ll it out )ith their predictions. ? 7ccept !aried ans)ers from your students+ and in!ite them to confirm their predictions as they )ork on the follo)ing acti!ities. ?
Encourage Encourage the interest of your students by stressing that the poem 6 #' “ 'y -uyar 1iplin! pro!ides cherished pieces of information )hich are clearly con!eyed to illustrate the importance of celebrating celebrating self;)orth. self;)orth.
Lead your your students to do the $ Golden .oor acti!ity& 7sk them to( ? -orm a threesome and take turns in sharing their t houghts+ feelings and e*periences that relate to the follo)ing "uotation. ?
? 7sk them to share their findings )ith the rest of the class. ? Lead them to find out ho) a poem 6 #'S #'S )ritten 'y -uyar 1iplin! )ill )ill help them achie!e more insights on ho)A to make life better if not the best. @ ? /a!e /a!e them them first listen to you you read the the poem poem 6#'S as 6#'S as they read it silently. ? In!ite them to )atch out for and prepare a list of loaded )ords.
#2 'y -uyar 1iplin! If you can keep your head )hen all about you 7re losing theirs and blaming it on you< If you can trust yourself )hen all men doubt you+ #ut make allo)ance for their doubting too< If you can )ait and not be tired by b y )aiting+ Or+ being lied about+ donKt deal in lies+ Or+ being hated+ donKt gi!e )ay to hating+ 7nd yet donKt look too good+ nor talk too )ise< If you can dream;;and not make dreams your master< If you can think;;and not make thoughts your aim< If you can meet )ith triumph and disaster 7nd treat those t)o impostors ,ust the same< If you can bear to hear the truth youK!e spoken %)isted %)isted by kna!es to make m ake a trap for fools+ Or )atch the things you ga!e your life to broken+ 7nd stoop and build Kem up )ith )ornout tools< tools< If you can make one heap of all your )innings 7nd risk it on one turn of pitch;and;toss+ 7nd lose+ and start again at your your beginnings 7nd ne!er breathe a )ord about about your loss< If you can force your heart and ner!e and sine) %o ser!e your turn long after they are gone+ 7nd so hold on )hen there is nothing nothing in you
E*cept the 2ill )hich says to them( T/old onT< If you can talk )ith cro)ds and keep your !irtue+ Or )alk )ith kings;;nor lose the common touch< If neither foes nor lo!ing friends can hurt you< If all men count )ith you+ but none too much< If you can fill the unforgi!ing minute 2ith si*ty secondsK )orth of distance run;; Yours is the Earth and e!erything thatKs in it+ 7nd;;)hich is more;;youKll be a an+ my son
? Impress upon them that they ha!e already de!eloped a !ariety of strategies to help help figure out the meaning of unfamiliar )ords. $larify )ith them that )hen they find hints to the meaning meaning of a )ord in the )ords or sentences sentences that surround surround it+ these are called conteHt clues . %hese conte*t clues can help them e*pand their !ocabulary all the more. One simple strategy is through .E'#N#T#ON or RET$TEMENT clues. /ere+ they must )atch out for )ords like( 6or 6that is 6in other :ords 6also called asS that often signal definition or restatement.6i!e them an e*ample to analye. ?
ake them do the )OC$"UL$RY )OC$"UL $RY Game )here they ? form t)o big groups ? go o!er their list and find out )hich of the )ords are clearly described by the follo)ing definitions( 1. it means 6mis0ortune or ;
take turns in identifying each of these )ords in a minute 6i!e t)o 9C: points to each correct correct ans)er 7sk them to check their ans)ers against these )ords( 1. .#$TER =& #NE/ 2. 'OE ?& TOO; 3. *E$; & TR$;
4. #M;OTOR & )#RTUE 5. %N$)E 1-& TR#UM;* ? =eclare the group to come up )ith the most number of points as the )inner. ?
Lead your students to form four 9H: groups for them to do an in depth e*ploration of the poem & Inform them that they ha!e fifteen 9>B: minutes to do their tasks. ? 6i!e each group an assigned task. 'or Grou 1 'our ;arts ? ake them read the poem once more to find its meaning. ? 'tress on them that the poem is di!ided into H parts+ and it is their ,ob to find out )hat something or someone in real life is suggested in each part. . ? %ell them to pick out lines that clearly suggest such and for them to complete the follo)ing table )ith entries called for before they )ill present their findings to the class.
'or Grou @ $l:ays .o the ;ositi!e ? Impress upon them that the poem sets conditions that ser!e as positi!e signs for success or attainment of self;)orth. 7sk them to check out )hich of these positi!e signs are con!eyed in the poem. Overcome challenges and obstacles in life; don’t let them beat you. Follow your dreams / set up your goals. Be realistic. Continue ( eep going; don’t stop even if there are many challenges in your way!. 5. "e are all e#ual and no one is above anyone else. 6. $o not waste time. %se your every minute of your time wisely. 1. 2. 3. 4.
Be true to oneself. %nderstand people who thin differently of you and provoe you in doing bad/ evil actions. 9. &lways do what is right and 'ust. 10. now the value of self)worth without being too proud of your own #ualities. 11. Overcome obstacles in life. 12. $o what is best. 13. *ave hope in life even if it is hard. 14. $on’t give up. 7. 8.
? =iscuss )ith them the images in the poem by specifying )hich part or stana lines clearly point out each positi!e sign. ? /a!e them check their ans)er against these ones. ;$RT ;O#T#)E #GN T$NP$ Overcome challenges and obstacles in life; 15.
or do
+,. Follow your dreams. -et up your goals.
CN=
+. Be realistic.
CN=
+. Continue ( eep going; don’t stop even if there are many challenges in your way!.
CN= stana
+0. "e are all e#ual and no one is above anyone else.
Hth stana
12. $o not waste time. %se your every minute of your time wisely.
Hth stana
1+. Be true to oneself.
>st
11. %nderstand people who thin differently from you and provoe you in committing negative actions.
>st stana
13. &lways do what is right and 'ust.
>st
24. now the value of your self)worth without being too proud of your own #ualities.
>st stana
14. Overcome obstacles in life.
>st
1,. $o what is best.
Frd
1. *ave hope in life even if it is hard
Frd
1. $on’t give up.
Frd
? 7llo) them to talk about and e*plain )hich of these positi!e signs they agree on or disagree )ith. ? 6i!e them chances to share their ideas )ith the class. ? 6i!e comments and feedback.
'or Grou I 'irmin5 u the !alue o2 sel28:orth ? 7sk them to ans)er the follo)ing guide "uestions ? 2hich part makes you think of someone or something in real life3 ? 2hat kind of roadmap in life is con!eyed in the poem3 ? /o) can one be a man according to R. 8ipling3 ? 2hat conditions are stated in each stana3 ? Is the message of the poem )orth)hile3 1ro!e your point. ? /o) important is the poem0s message in your life3 ? 7ccept !aried ans)ers. 'or Grou UMM$R#P#NG ? In!ite them to think back on )hat they usually do to summari4e points in a te*t they ha!e read and to the ideas they ha!e listened to. ? E*plain to them that gi!ing the summary helps clarify their understanding of the key information in a reading or listening to a literary piece. 2hen they summarie+ they must condense the ideas they ha!e read or listened to. ? Remind them that as they summarie+ they restate the main ideas and the most im/ortant details in a 0e1 1ord and sentences8 ? /a!e them use the follo)ing "uestions as guide. ? 2hat ha!e you learned from the te*t3 ? 2hat approach to5 attitude in life do you think the poet intended to sho) in the poem3 ? 2hat ne) and special )ay of enhancing yourself does the poem gi!e you for you to celebrate your self;)orth3 ? /o) )ill it help you become a better person3 ? Encourage them to share their ideas orally in class. ? 6i!e feedback. ? 6uide the students on Usin5 ELL#;# by in!iting them to look closely at the Info 7d. -irst+ ask them )hat the ad is all about. ? 7sk them to look for )hat is common in these e*pressions. 1. 'hare your talents P 2. $aaahhhh you’re interested -ippeee We can help. 3.
a. 7sk them to recall the name )e gi!e these punctuation marks. b. Remind your students that ELLI#SIS /oints > (? are punctuation marks that are used to sho) that something has not been e*pressed. It usually indicates any of the follo)ing( c. 2ords that ha!e been left out of a "uotation. d. 7 series that continues beyond the items mentioned. e. %ime that passes or action that occurs in a narration. f. ake them pay particular attention to the presence of gi!en sentences )ith ellipsis points > (? ? =iscuss )ith them the possible situations )hen and ho) they can use ellipsis. ? ake them form generaliations on usin5 ellisis. ?
In!ite your students to do the Mar, #t Ri5ht e*ercise. ? 7sk your students to read the gi!en sentences and choose the blank that marks the most appropriate place to insert ellipsis points. ? ake them re)rite the sentences then check their ans)ers against the follo)ing( 1. @ %he intellect+ seeker of absolute truth or the heart lo!er of absolute good P )e a)ake. A 'y -alph 4alo 2$erson 2. @ %ime is a test of trouble but not a remedy P.A 'y 2$ily &ickinson 3. %ime ne!er P an actual suffering strengthens as sine)s do )ith age.A by( Emily =ickinson 4. If )e )ere things born not to shed a tear A%3 'y: 9ercy Bysshe 'helley 5. @ Rise in the spiritual rock + flo) through our deed Pand make them pure. @ 'y: l"re 0or Tennyson ? In!ite them to share their #nsi5hts by )riting their reflection5 insights on their most memorable poem. 7sk them to illustrate at least t)o 9C: of the ellipsis rules in their )ork. ? %ell them to find a partner+ and e*change papers. ? 7sk them gi!e comments or feedback on each others0 )ork. ? 7sk them to do the "est o2 Round U task )here they can talk about their family or friend or classmate or about their special abilities and )hy they feel great because of them. ake them present a )rite up of this sharing then remind them to use ellipsis )hene!er necessary. ? In!ite them to do the Ellisis ;atrol tas, )here they
)ill look for a stack of old ne)spapers and magaines. %hey need to scout for and choose articles of that interest them. %hen+ instruct them to look for and encircle all the ellipsis used in the articles.
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Lead them to disco!er )ho in the class can find the most number of articles )ith ellipsis.
? =ouble check if they clearly understood the meaning of the poem e*plored in class as )ell as )hy they need to celebrate self;)orth. 7llo) them to pro!e their understanding of ho) these !alued concepts can be realied through getting in!ol!ed in real ; life tasks in the follo)ing phase. ? -or the YOUR .#CO)ERY T$% phase of the lesson+ re"uire them to form 2our 0 3 Di5 5rous+ and each group should choose one from the follo)ing tasks to )ork on. ? 7llo) them to discuss ho) they0ll best achie!e any of the follo)ing.
'or Grou 1 8 $n $d!ice ;oem ? oti!ate them to )rite a poem that offers ad!ice to a friend+ relati!e+ classmate+ schoolmate or anyone else. ? ake them use these )ords and phrases in any order. ? Remember ? -orget ? =o ? =o not ? 'eek ? 2atch out for ? Remind them to use rhyme5 rhythm5 repetition 5 imagery in their poem ? In!ite them to read or recite their poem to other groups or to the class. ? 6i!e feedback. ? Read ad!iceP that persuadeP. ? Look at printP that persuadeP ? Listen to theP that persuadeP 'or Grou @ 8 $d!ice Column ? In!ite them to( Read ad!ice columns from ne)spapers or magaines or comics that persuade people toP.. ? look at print or email ads+ billboards posts on -# or %)itter+ listen to the radio+ or )atch %& talk sho)s or %& commercials that persuade people to do 5not to do something in order to celebrate self;)orth look for ad!ice for those )ho ha!e problems )ith their self;)orth ? ? collect them and e*change their collection )ith their group mates
? Note the )ords you read or hear+ images that you see and ho) the persuade you find out if humor is used in the ads ? ? )atch out for )hat these ad!ices ha!e in common report your findings to the other groups. ? ?
6i!e feedback.
'or Grou I 8 Loo, U to the *ero ? ake them choose their most remembered poet5 persona in their fa!orite poem and use him5her as their role model in life. ? 7sk them to think and )rite about the outstanding trait5 "uality5 attitude that is )orthy of an e!aluating. ? Remind them to cite the lines con!eying such a trait and use them as possible )ords of )isdom. ? 'hare their thoughts )ith the class. ? 6i!e feedback.
Grou 8 Musical "eat ? ? ? ? ?
In!ite them to choose a song 9rap+ pop+ rock+ ethnic+ classical+ country+ religious+ etc.: that can be matched to their fa!ourite poem. 7sk them to try )riting ne) )ords 9e*pressing their ideas on ho) to celebrate self;)orth: to go )ith the music. ake them use rhymes+ repetition+ imagery+ figures of speech+ rhythm. In!ite them to render the song in class. 6i!e feedback.
? Impress upon them that they0!e finished the enabling acti!ities at this point. ake them think about+ look o!er+ then consolidate )hat they0!e learned on the ma,or and sub concepts+ literary and language communication skills. Encourage them to ans)er these "uestions( /o) did you like3 =oes they the acti!ities feel right to you3 2hat )ill you do ne*t3 ? 6uide them on their -IN7L %7'8. 'tress to them that they are ready to try their hand on their ma,or task for the first "uarter( a speech choir presentation. ake them ans)er this "uestion ( /a!e you e!er )anted to
be on stage )hile you0re )ith a group reciting a poem6 %ell them they are lucky to ha!e the chance to perform in a speech choir ? presentation. Remind them that they ha!e e!erything they need to come up )ith a !ery impressi!e one. 'tress that they ha!e to make it as best as they can+ and they must undergo a process.
? 6i!e them some tips or guidelines to follo) to come up )ith an impressi!e speech choir presentation. ake sure they re!ie) the guidelines before they plunge into the process. Remind them to keep these points in mind as they go through the process. ?
Let them do the CONNECT part )here they0ll form three big groups+ and from the poems they ha!e e*plored in class+ choose one that( ? interests the ma,ority of the group members ? is most liked ? members feel a close connection to ? members )ant to read and ? members en,oy reading in public.
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/a!e them decide )hich poem is the best for speech choir presentation.
? Ne*t+ let them prepare a /or,in5 crit& /a!e them recall the steps to follo) in making a )orking script like( ? ha!e a copy of the poem and use it as a )orking script ? underline the parts they find most dramatic 9)ords+ phrases+ images+ sounds and rhythm: ? mark the parts )here they0ll go slo)ly+ speak up or pause ? not end )ith a line but )ith a punctuation mark ? make notes describing the speaker or persona or characters and consider his5 her ? age ? feeling e*pressed in the poem 9 Is there a change in this5her feeling as the poem goes on3: ? clarify the tone5 attitude 9 thoughtful+ tender+ serious+ sarcastic+ sad+ happy: you need to con!ey. ? decide )hether the poem should be read by( ? in alternating lines in se!eral !oices or single !oice ? ho) you )ill use your !oice to con!ey your tone and ? )hat single impression you )ant your audience to get from your reading ? 'tress to them the importance of ha!ing The 'air ;lan phase )here they )illA ? understand the te*t
throughly before they memorie it ? plan their mo!ements ? specify the posture and )hat mo!ements )ill be used e!en in the entrance and the e*it ? act out some parts especially the key parts of the poem
? decide on and be creati!e in their choice of props+ costumes+ scenery sound effects or other forms of musical background ?
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Ne*t+ push them to Rehearse4 rehearse4 rehearse )here they )ill ? practice reading aloud ? read according to punctuation ? break do)n long sentences into sub,ect and its meaning ? read groups of )ords for meaning rather than reading single )ords ? not come to a full pause but read on to the ne*t line to complete the thought ? read )ith e*pression 9 $hange the tone of your !oice to add meaning to the )ord: ? use the tone of your !oice+ eye mo!ement+ facial e*pressions and minimal gestures to emphasie key )ords and phrases ? read aloud into the tape recorder+ and listen to it to note accuracy and e*pression ? read aloud+ and share feedback )ith a partner first+ then )ith the rest of the group ? be open for comments and suggestions for impro!ing your performance. ? use eye contact )ith your audience ? consider and be guided by the follo)ing criteria in your speech choir presentation =eli!ery 9 phrasing+ pausing+ intonation+ stress: &oice 9 "uality+ pro,ection+ !olume+ pitch or tone: -acial e*pression+ eye contact+ gestures $horeography 9 mo!ement: $ostumes5 props5 background music+ sounds ? $heck their progress. 6i!e comments and suggestions.
6uide them to the YOUR TRE$URE phase of the lesson. 'tress to them that this is the first "uarter final appraisal )here it is safe to integrate and the concepts they0!e learned as )ell as the skills they0!e de!eloped or enhanced during the course. Remind them that they must think back+ reflect and focus on the essential points that they en,oyed found helpful )ould like to )ork on further ?
? In!ite them to keep a record of all of these and add their ans)ers to the follo)ing "uestions( 5. 2hat is it you found most difficult in this lesson3 6. 2hat )ill you do to sol!e these difficulties3 7. 2rite at least three 9F: possible steps you can adopt for you to sol!e this difficulties. 2hat do you hope to strengthen in the ne*t lesson5s3 8. ? oti!ate them to complete the chart as sho)n )ith entries called for.
NameA _________________________GradeF ection ___________ uarter _______________Lesson __________________________ t enKoyed hel2ul Most /ays to :oul *oeF di22icult 5et a:ay d eHect to :ith the li,e imro!eF most stren5then to di22icult in the neHt :or, 2urth lesson
Teacher’s Guide Module @ Lesson 1 ______________________________________________________________ F INING OT5ERS GREATNESS A.
O!er!ie: o2 Content and ODKecti!es 1. compare and contrast similar information presented in different te*ts 2. shift from one listening strategy to another based on topic+ purpose and le!el of difficulty of the persuasi!e te*t 3. establish connections of e!ents and ho) these lead to the ending of a material 4. gi!e the appropriate communicati!e style for an intimate situation 5. analye literature as a means of !aluing other people and their !arious circumstances in life 6. distinguish the features present in poetry and prose 7. employ !aried !erbal and non;!erbal strategies to create impact on the audience )hile deli!ering lines in a Reader0s %heater or in a $hamber %heatre 8. use ad!erbs in narration
B.
$ssessment ;lan 1. 1re;assessment( Tas, 1 Methin,s 'ee page 444 of the learning package. 1ost;assessment( Your 'inal Tas,A earch 2or 2. Greatness Refer to page 444.
C.
$cti!ities 1. #ntroduction Tas, @A Connectin5 Li!es a. 7sk students to consider this situation( 7 student recei*e acae$ic reco!nition "ro$ the school% ;ow o you think a supporti*e parent woul speak to the chil6 4ill others such as a "rien or teacher speak to her in the sa$e $anner6 Use the !ri 'elow to create possi'le ialo!ues 'etween the "ollowin!: stuent8 parent stuent8"rien stuent8teacher% Brainstor$ on what each one woul say to the stuent% b. 0et stuents acco$plish the task in !roups o" "our%
c. 7sk them to present their dialogues to the class. Each member has to take on a role. d. 'ynthesie the acti!ity by discussing that people ha!e different language registers depending on the audience+ situation and topic. Zoom in on the language register 9intimate: bet)een the child5student and parent. #e guided by the follo)ing "uestions( 1. 2hat is the degree of formality in each con!ersation3 1lace a check mark on the column )hich corresponds )ith your ans)er. LO/ *#G *
2. /o) does our relationship )ith others influence the )ay )e communicate )ith them3
RE$.#NG *OME/OR% a. Instruct the students to read the selections at home. b. 7sk students to think of friends that they are reminded of after reading @7uld Lang 'yne.A c. 1rompt students to list do)n names of people that they encounter on a daily basis and )ho e*emplify greatness in their o)n special )ay. 2.
;resentation Readin5 TeHtsA a. 7sk the moti!ational "uestion+ @2hat does greatness mean3A b. Read the poem+ ul 0an! Syne. 1ose the follo)ing "uestions( 1. 2hen is @7uld Lang 'yneA usually sung3 2. 2ho is being referred to in the song3 3. 2hat makes the persona0s friends unforgettable3
4. 2hat e*periences ha!e they gone through3 5. 2hat makes the persona0s friends unforgettable3 2hat e*periences ha!e they gone through3
'egue by asking+ @Of the people you meet+ ho) do you sho) an appreciation for their greatness3A d. Read the poem+ I %hink $ontinually Of %hose 2ho 2ere %ruly 6reat by Stephen Spener% 7sk these processing "uestions( 1. 2hat distinct "uality of those )ho are great does the persona mention in the first stana3 7ccording to the second stana+ )hat should not 2. be forgotten3 3. 2hat is the legacy of those )ho are great3 c.
'indin5 imilarities and .i22erences 0Re2er to Tas, I3 a. Instruct students to compare and contrast the ideas found in the t)o te*ts. b. 7sk them to ans)er the E*ercise 7 and # of %ask F. c. 1rocess their ans)ers( %ask F7( >. C C. > F. 5 H. C B. 5 7sk students to think of responses to this "uestion( %hink about d. this "uestion( =ramatic poetry is marked by the e*pression of feelings or emotions. =o the t)o poems fall under this genre3 Justify your ans)er. e. Engage students in a class discussion concerning Item No. H. 3.
