Lesson 3

The Basic Imagery used in Afro-Asian Poetry

I. Objectives

§  describe sensory images used in afro-Asian poetry;

§  identify sensory images present in Afro-Asian poems;

§  write a poem using sensory images; and

§  appreciate the value of sensory images as they shape the meaning of Afro-Asian poetry.

II.  Subject Matter

      Title: The Basic Imagery used in Afro-Asian Poetry

       Text: “Acholi Land” by Okema Leonard, Uganda

III. Procedure

A. Pre reading

      1. Review of the previous topic

·         Imperatives

     2. Motivation

         Activity 1. Image of Sanctuaries

§  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 the words, ideas or objects present in their chosen environmental sanctuary.

§  Use the graphic organizer below as a model.

                                                                           

                                                                           

 

   

 

                                                                              

 

B. During Reading

§  Group the students into two.

§  Name the first group as Asian and the second group as African.

§  Give the Asian group a copy of the poem entitled “The Sea” by Kahlil Gibran.

§  Give the African Group a copy of the poem entitled “Acholi Land” by Okema Leonard.

§  Let them read silently their assigned poem.

C. Post Reading

     1. Analysis

§  Ask the students to identify the images that can be found in the poem that appeal to sight (visual images), touch (tactile), sound (auditory), taste (gustatory), and smell (olfactory).

         2. Discussion

§  Ask the students to post their output on the board.

§  Assign a presenter to discuss the group’s output with the class.

§  Process the activity by asking the following questions:

                       a. How do images characterize a poem?

                       b. How do these images affect you as a person?

                       c. Can an image appeal to one’s emotion?

                      d. In what way can imagery help a person express what he feels?

        3. Enrichment Activity

               Activity: Poem Collage

§  Divide the class into four groups.

§  Ask each group to cut out lines from the newspaper or magazine and past 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’s representative to read the poem aloud in front of the class.

§  Process the activity.

IV. Evaluation

        Activity: 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.	Sight	Smell	Hear	Feel	Taste
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

             3. Ask students to reflect on the images they have recorded and how images help one appreciate the community where they belong.

V. Assignment

§  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 where your chosen topic fits (e.g., trees, water etc.).

Lesson 4

Basic Figurative language used in Afro-Asian Poetry

I. Objectives

§  Discuss the role of figurative language in shaping the meaning of Afro-Asian poetry,

§  Make a poem using figurative language,

§  Interpret an Afro-Asian poem through choral reading; and

§  Appreciate the value of figurative language as it shapes the meaning of Afro-Asian poetry.

§   

II. Subject Matter

         Title: Basic Figurative Language used in Afro-Asian Poetry

         Text: “Love” by E.B. Bellen

III. Procedure

     A. Pre Reading

           1. Motivation

             Activity 1. Word Search

§  Ask the students to search for the following words in the box.

§  Remind them that the words are written diagonally, horizontally and vertically.

Simile             metaphor            personification                 hyperbole

Onomatopoeia             oxymoron              euphemism        irony

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§  Process the activity by asking the students the following questions:

   a. What do you call the words that you have searched inside the box?

   b. Can you give other examples of the words which have similar functions with the abovementioned examples?

B. During Reading

1. Ask the students to read the poem entitled “Love” by E.B. Bellen.

You are… A diamond that allures me                                                           like unechoed songs within        With its lustrous glow                                                                    a silent heart The mountain breeze that speaks                                            myriad of sparkling stars       Of songs and lullabies                                                                    that weeps with the coming of the day The rain that falls in a                                                                       But will you always       Shower of pattering pearls                                                           like a rainbow that swings the sun that winks at me                                                                     and dances up there       but succumbs early                                                                   only for me to gaze at amidst the intermittent. to the nights

Love

2. Have the students answer the following questions:

§  What is the poem all about?

§  What can you infer about love from how the way the poem “Love” is presented?

Analysis & Discussion

§  Ask the students to read the following lines taken from the poem.

§  Ask the students to discuss the ideas represented by the following lines.

·         You are a diamond

·         Mountain breeze that speaks

·         Shower of pattering pearls

·         Sun that winks

·         Like unechoed songs

·         Sparkling stars that weeps

·         Rainbow that swings and dances

§  Ask the students how the abovementioned lines shape the meaning of the poem?

Generalization: Explain to the students that the abovementioned lines are examples of figurative language or figures of speech.

Note: Other examples of figurative language should also be introduced.

Enrichment Activity

Activity: Choral Interpretation

§  Divide the class into three groups composing of three speech choirs.

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

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

ü  Voice  Quality

ü  Delivery

ü  Interpretation

ü  Gestures/Body Movements

ü  Props

ü  Language

ü  Conventions

IV. Evaluation

Activity: Poetry- One with People

§  Ask students to do the following tasks:

1. Write a poem about love.

2. Use figurative language.

3. Underline the figurative language or the lines in your poem that consist figurative language.

V. Assignment

§  Ask the students to research about other examples of figurative language or figures of speech aside from the examples which were given in this lesson.

§  Ask them to provide examples of each figure of speech.

Lesson 5

Basic Symbolism used in Afro-Asian Poetry

I. Objectives

·         recognize the use of symbolism in Afro-Asian poetry,

·         make a poem using symbolisms,

·         identify the ideas represented by symbols, and

·         appreciate the value of symbolisms as they shape the meaning of Afro-Asian poetry.

II. Subject Matter

Topic: Basic Symbolisms used in Afro-Asian Poetry

Text: “Acholi Land” by Okema Leonard

III. Procedure

A. Pre- Reading

1.      Review of previous topic

2.      Motivation

Activity 1. Symbols

·         Use a power point presentation or a chart containing the pictures below.

·         Ask them to identify the ideas the pictures represent.

·         Process students’ answers and explore schema established by the activity.

·         Use this as springboard in activating prior knowledge.

B. During Reading

Activity 2. Simple Symbols

·         Below is the poem entitled “Acholi Land” by Okema Leonard.

·         Ask the students to identify the idea symbolized by the underlined words in the poem.

·         Process the activity by asking how these symbols help shape and provide meaning of the poem.

Acholi Land!

By: Okema Leonard, Uganda

Acholi land oh Acholi Land,

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, Acholi land.

C. Post Reading

1. Comprehension Questions:

·         How does the poet describe Acholi Land?

·         What are the ideas symbolized by the underlined words in the poem?

·         How the symbols present in the poem help in shaping the meaning of the poem?

IV. Evaluation

§  Ask the students to do the following:

1. Wirte a poem about labor.

2. Use symbolisms in writing the poem.

V. Assignment

·         Read an Afro-Asian poem.

·         Produced a hand written or a printed copy of that poem that you will choose.

·         Encircle at least 5 symbols or symbolism pret in your chosen poem.

·         Then, identify the ideas represented by the symbols being encircled.

Lesson 6

Participles

I. Objectives

·         Build vocabulary through word pyramid,

·         Interpret meaning of a poem through comprehension questions,

·         Identify participle used in a given sentence,

·         Use participles in a sentence,

·         Appreciate the value of participle as it shapes the meaning of the poem; and

·         Express appreciation in Afro-Asian poetry.

II. Subject Matter

Topic: Verbal: Participle

Text: “Drinking Alone Beneath the Moon” by Li Po

           “ Amidst the Flower A Jug of Wine” by Li Po

           “ Wine Poem” by Li Po

          “ Song of the Flower” by Kahlil Gibran

III. Procedure

A. Pre-Reading

1. Review of Previous Topic

2. Motivation

      Activity 1. Word Pyramid

·         Ask the students to fill in the boxes below with action words.

    

                                                                                                        

·         Process  the activity by asking the students what category of “parts of speech” do the actions words belong.

B. During Reading

1. Divide the class into 4 groups.

2. Provide each group with a copy poem to read and work on. Suggested poems include the following:

            Group 1. “Drinking Alone Beneath the Moon” by Li Po

            Group 2. “Amidst the Flower a Jug of Wine” by Li Po

            Group 3. “Wine Poem” by Li Po

           Group 4. “Song of the Flower” by Kahlil Gibran

C. Post Reading

1. Comprehension Questions

§  What is the poem all about?

§  Who is speaking in the poem?

§  Are the poems reflective of Asian culture?

§  What do the poems reveal about the author?

2. Enrichment Activity

Activity: Poem Collage

·         Divide the class into four groups.

·         Ask each group to cut out lines from the newspapers or magazine and past them bond paper.

·         Collectively, the lines must build a poem of a specific topic.

·         Highlight the participles used in each line.

·         Ask each group representative to read the poem aloud in front of the class.

·         Process the activity.

3. Language Focus: Participles

·         Ask the students to focus on the sentences or lines taken from the poem.

1. I dance to the rhythm swaying of the grass.                  

2. I am an uttered and repeated and repeated word.

3. I am the daughter of the elements with whom winter conceived.

4. The burdened man was helped by the girl.

·         Ask the students how the underlined words and phrase function in the sentence.

·         Let the students to encircle the word being modified or described by the underlined words.

·         Ask the students what are the lines in the poems include verbs that function as adjective or modifier.

·         Ask the students about what effects do the underlined words and phrase bring to the wholeness of the poem.

Generalization: Explain to the students that the underlined words and phrase are examples of participles. Explain to them that participles are special type of verbs that function as adjective that modifies or describes a noun or a pronoun. Tell them that participles may be formed through following the rule below:

Participle:

Present Participle (verb +ing)

Past Participle ( verb +en ) (verb+ ed)

IV. Evaluation

§  Ask the students to identify the participle or the participial phrases in the sentences below. Then, tell them to encircle the word that each participle or participial phrase modifies or describes.

1.      The woman wearing black suit threw up her food.

2.      The eagles extending their wings from the branches stared back at the children.

3.      Dolphy applauded by the audience repeated his favorite joke.

4.      The boiling water on the stove is hot.

5.      The man carrying a book is our teacher.

V. Assignment

Use the following participles in a sentence. Write your answer in a whole sheet of paper.           

perching      bobbling       trembling        lost      sleeping            climbing          taken             mistaken           picked              bought

Lesson 7

Contemporary Poetry (Haiku)

I. Objectives:

a)     analyze the distinct qualities of a haiku,

b)    discuss the nature, special features and elements of Haiku,

c)     compose a creative Haiku; and

d)     appreciate contemporary poetry like Haiku.

II. Subject Matter:

Topic: Contemporary Poetry (Haiku)

Text: Sample Haikus written by Matsuo Basho

Materials: Visual Aid

                    Pentel Pen

                    Cartolina

                    Crayons

                    Bond Paper

                    Pencil

References: Understanding by Design(UBD)-Department of Education

                    Sample Haiku. http://web.cn.edu/kwheeler/documents/Haiku_Samples.pdf

III. Procedure:

A. Pre-Reading

1. Routinary Activities

      a. Prayer

      b. Greetings

      c. Checking of Attendance

2. Motivation

Activity 1. Spot the Not

1.     Ask the students to identify the word which does not belong to the group.

2.     Assist them to figure out the concept behind the grouping of the words.

a)     Japan                                                                     d. Hiroshima

Philippines                                                            Tokyo

Egypt                                                                          Baguio

b)    Haiku                                                                  e. Sushi

Balagtasan                                                            Adobo

Tula                                                                             Sashimi

                    c. Sampaguita                                                          f. Chavacano

                       Cherry Blossom                                                   Nihonggo

                       Waling-waling                                                          Tagalog

          3. Use this activity as to activate prior knowledge.

Activity 2: Tree of Knowledge

§  Ask the students to find the synonyms of the words listed inside the basket.

§  Ask them to harvest from the tree of knowledge the synonyms of the words inside the basket.

§  Ask them to place the synonymous words to their corresponding basket.

§  Since haikus follow a pattern in words syllables, it is a must that they know their vocabulary.

§  Use this activity as preparation to student’s writing of own haiku.

wither

aspiration

beautiful

intelligent

aspiration

§  Introduce the essential question, and let them give tentative answers. Essential questions: Why do learners study Afro-Asian poetry?

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

B. During Reading

 Activity: Dissecting & Reading Haikus

§  Group the students into 3.

§  Ask them to read and study the haikus below written by Matsuo Basho.

§  Assign one haiku per group.

 

                Group 1.

                

 

                 Group 2.  

                                                             

                Group 3.

             

                 Group 4

 

                 Group 5.

C. Post Reading

Comprehension Questions:

§  Provide each group with a Q card to accomplish.

Group 1.

         1. What are staves?

         2. What related ideas come to your mind when you hear the word staves?
         3. Which idea is being described by the poem?

         4. What are the feelings or emotions that poem would like to communicate?

Group 2.

         1. What reality about life is symbolized by “Cherry Blossoms”?

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

Group 3.

          1. What does withered branch symbolize?

          2. What reality about life is revealed by the relationship established between the crow and the withered branch?

         3. How do you feel about autumn?

Group 4.

1.     What are the feelings or emotions that the poem would like to express?

2.     What does Basho have in mind about frog? Do you have the same thought about?

Group 5:

 

1.     What reality about life is being symbolized by the first line?

2.     What idea is being described by the poem?

3.     What related ideas come to your mind when you hear the words “faintly white.”

Analysis and Discussion

Activity: Discover Haiku

§  Based on the haiku assigned to each group earlier, ask each group to accomplish the haiku characteristic sheet below.

§  Ask the students to present their output in front of the class.

Characteristics		Description
Rhyme
Theme
Syllables
Number of Lines

§  Process the activity by asking the following questions:

a)     What is the usual theme of haikus?

b)    Are there rhymes in the sample haikus?

c)     How many syllables should be present in each line?

d)    How many syllables should be there in totality?

e)     How many lines should a haiku consist?

Generalization: Lead the students to figure out that a haiku is a type of Japanese poetry that consists of seventeen syllables and has nature as its usual subject or theme. Haiku is very short and has 3 lines consisting of a 5-7-5 syllable structure with 5 syllables in the first line, 7 syllables in the second line, and 5 syllables in the third line.

IV. Evaluation:

      Activity: Haiku Writing

       1. Ask the students to recall an experience or a place which can be used as a subject of their poem.

       2. Let their feelings toward these experience/s of place come out.

      3. Ask the students to write their own haikus.

      4. Inform them that their haiku composition will be assessed using the following rubrics.

a)     Domain1: Content of the Haiku

b)    Domain 2: Visual Appeal

c)     Domain: Writing Skills

d)    Domain: Attitude Toward Task

V. Assignment:

1. Ask the students to make a diary.

2. Instead of narrating the important events in their life, tell them to cut out sample Haiku to express their experiences.

Lesson 8

Contemporary Poetry (Tanka)

I. Objective

·         Analyze the distinct qualities of a tanka,

·         Write an original and creative Tanka,

·         Compare and contrast Tanka and Haiku; and

·         Express appreciation I n contemporary poetry like Tanka.

II. Subject Matter

Topic: Contemporary Poetry (Tanka)

Text: Tanka samples

III. Procedure

A. Pre-Reading

   1. Motivation

    Activity 1. Symbols

     1. Post pictures about life, beautiful scenery or lovely things which appeal to your senses.

     2. Ask the students to describe the pictures and feeling they convey.

            3. Introduce the essential question, and let them give tentative answers.   Essential questions: Why do learners study Afro-Asian poetry?

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

B. During reading

     Activity: Discover Tanka

§  Ask the students to read and study the Tankas below.

	Beautiful mountains Rivers with cold, cold water White cold snow on rocks Trees over the place with frost White sparkly snow everywhere		Pretty colored trees That are orange, red and yellow In the Autumn air An old barn by the water With a white fence around it.

 

C. Post Reading

1. Analysis

§  Ask the students to accomplish the Tanka characteristics sheet below.

§  Ask the students to present their output in the class.

Characteristics	Description
Rhyme
Theme
Syllables
Number of Lines

2. Discussion

§  Process  the activity by asking the students with the following questions:

   a. What element of Tanka is highlighted in this activity?

   b. What are the common characteristics of the two Tankas being presented?

3. Generalization: Lead the students to discover that a Tanka is a Japanese poem that has a syllable structure of 5-7-5-7-7. Also, Tanka usually portrays nature as its theme.

IV. Evaluation

Activity: Tanka Writing

1. Ask the students to recall an experience or revisit a place which can be used as a subject of their poems.

2. Ask the students to write their own tankas.

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

·         Theme/Focus

·         Imagery

·         Rhythm

·         Language

·         Visuals

V. Assignment

1. Ask the students to compare and contrast Tanka and Haiku.

2. Let them accomplish the Venn diagram below.

 

                                    Tanka                                                           Haiku

Lesson 9

Gerunds

                                              Tanka                                                                         Haiku

Lesson 9

Gerunds

I. Objectives

·         Build vocabulary through cross word puzzle,

·         Interpret meaning of a poem through comprehension questions,

·         Identify gerunds present in the poem,

·         Use gerunds in a sentence,

·         Express appreciation on a song as genre of poetry.

II. Subject Matter

Topic: Verbal: Gerunds

Text: “Wishing and Hoping”

III. Procedure

A. Pre-Reading

1. Review of Previous Topic

2. Motivation

      Activity 1.Cross Word Puzzle

·         Ask the students to answer the cross word puzzle using action words ending in ing.

                                                                                            5.

                                              4.                            

                                                               2.

 

                                             1.

 

                                                                         3.

 

                           Across                                                                                      Down

           1. the act of expanding                                                       4. means shaking

           2. means speaking or saying with involuntary                5. means hitting

                  pauses and rapid repetitions

           3. the act of mixing (a liquid etc.)

·         Process the activity by asking the students in what category of “parts of speech” the words being supplied in the cross word puzzle belong?

·          

B. During Reading

1. Divide the class into 4 groups.

2. Provide each group with a copy of the song entitled “Wishing and Hoping.”Ask the students to read the song.

“Wishing and Hoping”

“Wishing’ and hoping’ and thinking and praying’

Planning’ and dreaming’ each night of his charms

That won’t get you into his arms

So if you’re looking’ to find love, you can share

All you gotta do is

Hold him and kiss him and love him

And show him that you care…..

C. Post Reading

1. Comprehension Questions

§  What is the song all about?

§  Who is speaking in the song?

§   Is the song reflective of Asian culture?

2. Language Focus: Gerunds

·         Ask the students to focus on the sentence or line taken from the song.

“Wishing, hoping, thinking, praying, planning and dreaming each night of his charms that won’t get you into his arms.

·         Ask the students to identify the subject in the given sentence.

·         Ask the students the following questions:

a. Are there verbs in the given sentence that function as nouns?

b. What are the verbs in the given sentence that function as nouns?

·         Ask the students what are the lines in the poems include verbs that function as nouns.

·         Ask the students about what effects do the underlined words and phrase bring to the wholeness of the song.

Generalization: Lead the students to figure out that the verbs presented in the given sentence and the verbs that function as nouns in the given poem are called as gerunds. Explain to them that gerunds are special type of verbs that function as nouns or usually as subjects in a sentence. Tell them that gerunds will be formed through the rule verb + ing.

IV. Evaluation

§  Ask the students to combine the two sentences. Ask them to make the first sentence a gerund or gerund phrase.

      Example: I watch airplanes take off. It is very relaxing.

      Answer: Watching airplanes take off is very relaxing.

    1. I study English.  It is very interesting.

        ____________________________________

    2. You should eat 3 times a day. This is what all nutritionists recommend.

         _________________________________________________________

     3. Some people cheat during examination. This is not funny.

         __________________________________________________________

     4. People get angry. That can make your whole face red.

         ___________________________________________________________

     5. He wants to be a scientist. That is his dream.

         ___________________________________________________________

V. Assignment

Use the following gerunds in a sentence. Write your answer in a 1/2 sheet of paper.       

	Climbing        Washing Praying           Smiling Walking