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Quarter 3: Poetry

Topic 2: Poetic Devices in Afro-Asian Timeframe: 15 days Poetry STAGE 1 Content Standard: Performance Standard: The learner demonstrates understanding of how imagery, figurative The learner performs in a ( e.g. choral, sketches/drawing, dance, language, sound devices, symbolism and other poetic devices shape dramatic, song ) interpretation of an Afro-Asian poem. the meaning of Afro-Asian poetry.

Essential Understanding: Imagery, sounds, figurative language, symbolism and other poetic devices add up in shaping the meaning of Afro-Asian poetry as much as they connect ideas to familiar, ordinary but significant experiences. Learners will know: The basic poetic devices used in African Poetry The basic poetic devices used in Asian Poetry Participles and participial phrases in expressing appreciation of the poems explored and in describing ideas, thoughts, feelings and observations

Essential Question/s: How are meaningful perceptions being shaped in Afro-Asian poetry?

Learners will be able to: describe sensory images used in Afro-Asian poetry. discuss the role of figurative language in shaping the meaning of Afro-Asian poetry. recognize the use of symbolism in Afro-Asian poetry. emphasize ones feelings, actions, thoughts and observations through the use of imperatives.

STAGE 2 Product or Performance Task: An oral interpretation of an Afro-Asian poem Evidence at the level of Understanding Explanation Explain the appropriateness of literary/ poetic devices used by the author. Performance Performance assessment of an Oral Interpretation of an Afro-Asian poem based on the following criteria:

Interpretation -Voice Interpret Afro-Asian poems through illustrations. -Delivery -Interpretation Application -Mastery Produce a well-prepared, creative and -Gestures /Body Movements Imaginative Choral Interpretation of an -Props -Language Conventions Afro-Asian poem. Perspective Compare Afro Asian language, oral traditions and poems that reflect their customs, culture and societies. Empathy Understand how and why people react differently to poems based on their background knowledge, purpose and point of view. Self-knowledge Recognize ones knowledge, strengths, and values as effect of ones understanding and appreciation for Afro-Asian poems read.

STAGE 3

Teaching/Learning Sequence: 1. EXPLORE


At this stage, the teacher should be able to do the following: Establish learners awareness on the desired result that is for him or her to demonstrate literary understanding of how imagery, figurative language, sound devices, symbolism and other poetic devices shape the meaning of AfroAsian poetry.

Introduce the EQ How are meaningful perceptions being shaped in Afro-Asian poetry? Conduct a short item needs assessment to check learners readiness and competence on the pre-requisite skills to the task at hand (both in poetry and language readiness)

Let the learner share their knowledge on Afro-Asian Literature particularly poetry Inform the learners of their major output, that is, choral Interpretation, and that they will be assessed based on the given set of criteria.

Suggested Activities: Activity 1: Symbols 1. Use a power point presentation or a chart containing the pictures below. 2. Ask them to identify the ideas the pictures represent.

3. Process students answers and explore schema established by the activity. 4. Use this as springboard in activating prior knowledge

Activity 2: Image of Sanctuaries 1. 2. 3. 4. Group the students into five. Each group must come up with a name reflective of environmental sanctuaries (e.g. ocean, forest, sky, hills etc.) Each group will have to list all the words, ideas or objects present in their chosen environmental sanctuary. Use the graphic organizer below as a model.

Smell

Feel

Sight

Taste

Hear

Activity 3: Sensory Imagery 1. Choose a passage or a poem that contains sensory images. 2. Ask the students if they have ever encountered these images in real life. 3. Use the learners responses as springboard for the E.Q. Activity 4: An Eye for a Heart 1. Ask the students the following questions: Does seeing a beggar affect you? How? What does this feeling mean to you? 2. Let the students watch a video clip of a beggar begging for food and money. 3. Ask them the following questions: What were you thinking of while watching the video clip? Can you identify any similarity between a personal experience and the experience of the child in the video? What makes the video interesting? NB: Include the source of the video clip here. Activity 5: Poets Treasure Chest 1. 2. 3. 4. 5. 6. Below are quotations about poetry from famous Afro-Asian poets. Ask students to form four (4) groups and pick a treasure chest containing quotations about poetry. Let a representative pick a treasure chest. Let them discuss within the group what the quotation is all about. Let them highlight words or phrases that strike them most. Ask the following questions: What words or phrases strike you the most? Why? What do they say about poetry? How are these ideas related to your knowledge of poetry? Do these words appeal to you emotionally? How? How do these words shape the meaning of poetry? 7. Use this activity as a springboard for EQ. 8. Introduce the EQ How are meaningful perceptions being shaped in Afro-Asian poetry? 9. Encourage the learners to give tentative answers/assumptions.

Poetry expresses the idea; song regulates the sounds; dance enlivens the attitudes; these three have their principal in man's heart, and it is only the later that musical instrument lends their help. - Li Chi, Record of Rites

Poetry is a deal of joy and pain and wonder, with a dash of the dictionary. - Kahlil Gibran

Poetry presents the thing in order to convey the feeling. It should be precise about the thing and reticent about the feeling, for as soon as the mind responds and connects with the thing the feeling shows in the words.

- Wei T'ai

A poet is a bird of unearthly excellence, who escapes from his celestial realm, arrives in this world warbling. If we do not cherish him, he spreads his wings and flies back into his homeland - Kahlil Gibran Quote / Quotation

Activity 6: Thinking about Feelings 1. Tell the students to search and read an Afro-Asian poem that they like. 2. Ask them the following questions: How does the poem affect you physically? (blush, smile etc.) What makes you happy/sad/angry in reading a poem? How do you handle your emotions after reading the poem? Tell them that they need to present choral interpretation, and that their performance will be assessed based on a given set of criteria.

2. FIRM UP
At the stage, the teacher should be able to the following: Make the learner understand the imagery, sounds, figurative language and symbolism in African poetry; Asian poetry through the varie authentic activity. Use participles and participial phrases in expressing appreciation of the of poems explored and in describing ideas, thoughts, feelings and observations. Engage them on the following meaningful and challenging activities to analyze, generate and test their understanding Provide feedback to check for understanding.

Activity 7: The Q-Matrix Revisited 1. 2. 3. 4. Have the students grouped into five (5). Provide them with a copy of The Bewildered Arab by Jami Allow them to read and study the poem. Use the Question Matrix (Q-Matrix) form below.

Event Past Possibility Probability What did the Arab do?

Choice

Person

Which course of action did Who did the action? he choose?

What can he do to solve Which option can be of Who can help the the problem? better use? character? What would happen to him Which would be the better Who would help a if hes lost for a month? choice? lost boy in the city?

Imagination

What might be the impact Which might be the best Who might be Arab of the problem to him? choice? in this current time?

Activity 8: Character Organizer

1. 2. 3. 4.

Provide students with copy of the poem Marriages are Made by Eunice deSouza Ask them to read and analyze the poem. Encourage them to answer the Poetry Character Organizer below. Process the activity by asking the following questions: How did you feel while doing the activity? How well did you find the character in the poem?. What are their positive and negative traits as suggested/ hinted in the poem? How did you find the poem? What can you say about arranged marriages? Do you think this is fair? What will you do if you are in that situation?

Positive Points

Negative Points

Elena 9

Positive Points

Negative Points

Francisco Marriages Are Made by Eunice deSouza' My cousin Elena is to be married The formalities have been completed: her family history examined for T.B. and madness her father declared solvent her eyes examined for squints her teeth for cavities her stools for the possible non-Brahmin worm. She's not quite tall enough and not quite full enough (children will take care of that) Her complexion it was decided would compensate, being just about the right shade of rightness to do justice to Francisco X. Noronha Prabhu good son of Mother Church. 10

Activity 9: My Figurative Language Checklist 1. 2. 3. 4. Ask students to work in pairs. Tell them to identify examples of figurative language in poetry on their own. Make them explain the purpose for the figurative language and how it contributes to the theme of the poem. The chart below may be used as a guide.

Figurative language

Specific examples found in the poem

metaphor simile personification allusion apostrophe

Activity 10 : Picture In My Mind Have the students grouped into four. Each group must be provided with manila paper and a marker. Flash the poem The Sea by Kahlil Gibran using a chart or a power point presentation. Ask the students to identify the images that appeal to sight (visual images), touch (tactile), sound (auditory), taste (gustatory), and smell (olfactory). 5. Post their outputs on the board. 6. Assign a presenter and discuss the groups output with the class. 7. Process students responses. 1. 2. 3. 4.

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The Sea
Kahlil Gibran

In the still of the night As man slumbers behind the folds, the forest proclaims: "I am the power Brought by the sun from The heart of the earth." The sea remains quiet, saying to itself, "I am the power." The rock says, "The ages erected me as a monument Until the Judgment Day." The sea remains silent saying to itself, "I am the monument." The wind howls "I am strong, I separate the heavens from the earth." The sea remains quiet, saying to itself,

"The wind is mine." The river says "I am the pure water That quenches the thirst of the earth." The sea remains silent saying to itself, "The river is mine." The summit says, "I stand high like a star In the center of the sky." The sea remains quiet saying to itself, "The summit is mine." The brain says, "I am a ruler; The world is in those who rule."' The sea remains slumbering saying, in its sleep, "All is mine."

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Activity 11: Figure-It-Out! 1. 2. 3. 4. 5. Ask students to work in triads. Provide each group with a copy of Afro-Asian poems Let them identify the figurative language used in each of the stanzas. Allow them to name the figurative language. Process the activity by asking the following questions: How many figurative languages did you find? What are these? How did they help shape and give meaning to poems? How well do these figurative languages create an illusion or representation of real life experiences?

Activity 12: Simple Symbols 1. Below is the poem Alcoholi Land by Okema Leonard. 2. Ask the students to identify the idea symbolized by the highlighted words in the poem. 3. Process the activity by asking how these symbols help shape and provide meaning of the poem. ACHOLI LAND! Okema Leonard, Uganda Acholiland oh acholiland, The once happy mother of proud warriors, To you we wail, For redemption from the fangs of terror, The terror that bleeds us white, The terror that siphons your blood that runs in our veins, Lambs without a shepherd we remain, Driven away from you into the darkness, Mama we yearn for an end to our misgivings, Oh! Acholiland, Do you hear us when we call out to you? When our cries run our voices frail, When wantons hunt us, your children down, The harmony you taught us is no more, Your children have learnt the little art of unleashing terror, Unfortunately on your very siblings, Pain is all we feel and grim is what we see, Blood is what we pay for being your children, Oh! Mother, spread your wings and redeem us, to rise and shine again. 13

Activity 13: Poetic Device Matrix 1. Have the students divide into four groups 2. Ask them to choose an Afro-Asian poem they will analyze. 3. Use the matrix below as the group output.

Poetic Devices

Specific Devices Identified

Interpretation/Meaning

Imagery

Figurative Language

Symbolism

Activity 14: Sense that Image! 1. Provide the students with a copy of the poem Stress Proof Person by Priscilla Ravanes. 2. Ask them to spot the sensory images used in the poem. 3. Name the sense from which the images appear. 4. Process the activity by asking the following questions: How do images characterize a poem? How do these images affect you as a person? Can an image appeal to ones emotion? In what way can imagery help a person express what he feels? 14

STRESS PROOF PERSON Priscilla Ravanes To soft gentle sounds from nature To dialogs that sustain relationships To music lifting the heart and soul To angel choirs boasting the spirit Of the whole person, the still, Small voice within, the conscience form, The color, the form, the silhouette Of things concrete, the light radiating from The sun, moon and stars, the grandeur, The beauty of the whole creation The innate goodness of a person The softness of pussycat, the smoothness And roughness of a flower, the grains of rice and corn The delicate skin of the baby, Radiating innocence The forgiveness sown and reaped The coolness of the water quenching thirst The tenderness of tap on the shoulder The sweetness of a friends smile, love Lightening the load, lifting the heart

Activity 15: Participles: Identify When You See One 1. Divide the class into five (5) groups. 2. Provide each group with a copy of Li Pos poem to work on. Suggested poems include Drinking alone, Alone and Drinking Under the Moon, Amidst the Flower a Jug of Wine, Bringing in the Wine, Climbing West of Lotus Flower Peak 3. Ask them to identify the verbs used in the poem. 4. Accomplish the table below. 5. Process students answers by asking the following questions: Where you able to identify the verbs and indicate appropriate participles? What effects do participles bring to the wholeness of the poem? What do the poems reveal about Li Po? Are all the poems reflective of Asian culture? How is this culture related to you? Can you cite examples of practices mentioned in the poem related to practices in the Philippines? What does this revelation imply?

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Title : __________________________________________________________________

Verb 1.

Past Participle

Present Participle

2.

3.

4.

5.

3. DEEPEN

At this stage, the teacher should be able to do the following Provide learners with thought provoking questions that will make them reflect, revisit, rethink and revise their earlier assumptions about African poetry; Asian poetry. Address the learners uniqueness, their strengths and weaknesses by providing them with differentiated instruction as needed. Engage them in meaningful and challenging activities that prompt cooperative learning and reinforce what they have learned. Engage them in meaningful self-evaluation Provide feedback to check their mastery of Essential Understanding and Content Standard.

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Activity 16: Dream Vacation 1. Ask students to work in pairs. 2. Allow them to read the scenario below and have them discuss their responses to it.

Congratulations! Youve just won a dream vacation for two. You can travel to a tourist destination in Africa or Asia and stay there for a week all expense paid. However, you need to meet a requirement; you must not name your desired destination. You have to form mental images of a place you would like to go to and the company will find the place for you. 3. Tell students to make use of sensory images and symbolism they have learned in your discussion of these poetic devices. 4. Process students answers by relating the poetic devices with their everyday experiences. Activity 17: Poetry Flip- A-Top 1. 2. 3. 4. 5. 6. 7. Students are grouped into four. Each group will select a representative. The representative will go into battle of impromptu poem recitation. The poem must be short and must be based on specific activity or experience. The first representative will recite in two minutes while the opponent rebuttals the first opponent. The teacher will act as the arbiter and will select the winner based on the poetic devices used by each representative. Ask the students the following questions: How did you find the activity? What did you feel while performing/listening to the rebuttals? What are the challenges encountered by the representatives? Can you say that the activity is poetry in action? How?

Activity 18: Poem Collage 1. 2. 3. 4. 5. 6. Divide the class into four groups. Ask each group to cut out lines (text) from the newspapers or magazine and paste them on a bond paper. Collectively, the lines must build a poem of a specific topic. Highlight the participles and highlight the poetic devices used in each line. Ask each group representative to read the poem aloud in front of the class. Process the activity. 17

Activity 19: My Imagery Report Bank 1. Ask students to make a record of the things they have encountered on their way to school for a week. 2. Accomplish the Imagery Report Bank below. Name: Week:

Things that appeal on my senses on my way to school 1. 2. 3. 4. 5. 6. 7. 8.

Sight

Smell

Hear

Feel

Taste

3. Use the words in composing a verse. 4. Ask students to reflect on the images they have recorded and how these images help one appreciate the community where they belong.

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Activity 20: Poetic Device Inventory 1. Ask the students to come up with an inventory of poetic devices they have encountered in the course of this topic. 2. Use the inventory form below. Poetic Devices Imagery Specific Words Quantity Percentage (%) Rank

Figurative Language

Symbolism

3. Process the activity by asking the following questions: What does the data reveal about Afro-Asian poetry? What does this imply? What particular device is used the most? Which device would you like to use if you are to write your own poem? Provide feedback Check the learners mastery of the content standard and the essential understanding.

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4. TRANSFER

At this stage the teacher must be able to do the following:

Have the learners make independent applications of their understanding of Afro-Asian Poetry as well as the language forms. Make learners orally recite a selected poem Make learners orally interpret selected poems Have them see the connections/links of the poem recited with the real world. Give feedback for understanding.

Activity 20: Poetry One with Nature Ask the students to do the following: 1. In a 1/8 illustration board, write a poem about the environment. 2. Use images in the poem. 3. Post the poems inside the school premise where your chosen topic fits (e.g., trees, water etc.) Activity 21: Poetry One with Labor Ask the students to do the following: 1. Look for Afro-Asian poems whose theme is about labor. 2. Use symbolisms in the poems. 3. Print the poems using a sticker paper 4. Give the poems to public utility vehicles (e.g. tricycle, jeepney, cab etc.) that pass by the school gate. Activity 22: Poetry One with People Ask the students to do the following: 1. Write a poem about love 2. Use figurative language. 3. Give the poem to your parents, friends or teachers.

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Activity: Choral Interpretation 1. Divide the class into three (3) groups composing three (3) speech choirs. 2. Ask them to choose an Afro-Asian poem they are to interpret. 3. Tell them that their performance will be assessed using the following criteria: -Voice -Delivery -Interpretation -Mastery -Gestures /Body Movements -Props -Language -Conventions

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RESOURCES (Website, Software, etc.) 1. The Bewildered Arab by Jami 2. Marriages are Made by Eunice deSouza 3. The Sea by Kahlil Gibran 4. Alcoholi Land by Okema Leonard 5. Stress Proof Person by Priscilla Ravanes 6. Drinking Alone by Li Po 7. Alone and Drinking Under the Moon by Li Po 8. Amidst the Flower a Jug of Wine by Li Po 9. Bringing in the Wine by Li Po 10. Climbing West of Lotus Flower Peak by Li Po

MATERIALS Sample Afro-Asian poems Sample Afro-Asian short stories Computer CD/DVD Internet Graphic aid Pictures Art materials Sample rubrics

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