Lesson 2

IMPERATIVES

I. Objectives

§  Analyze the poem to single out all the imperatives used in the poem;

§  Perform the command by following instructions;

§  Appreciate the importance of imperatives as part of communication; and

§  Write their own examples of imperatives;

§  Figure out the meaning of imperative; and

§  Identify whether the imperatives are in the form of command, request or instruction.

II. Subject matter

       Title: Imperatives

       Text: “The Free Bird and the Caged Bird” by Rabindranath Tagore

III. Procedure

A. Preliminary Activities

    1. Review of the previous topic

§  Basic features, Elements and Special Qualities of Afro-Asian Poetry

§   

   2. Motivation

          Activity 1. Dennis Says

§  Ask the students to follow your command whenever they hear the key words “Dennis Says” plus the specific command. If the key words “Dennis Says” will not be stated, they should not perform or follow the command.

§   

B. Development of the Lesson

       Activity 2. Lines and Rhymes

§  Have the students read the poem entitled “The Free Bird and the Caged Bird” by Rabindranath Tagore.

  1. Analysis

§  Ask the students to single out the lines that express a command, request or an instruction.

2. Discussion

§  Process the activity by asking the following questions:

1. What is the theme of the poem?

2. What are the lines in the poem which express command, request or instruction?

3. How important are they in the poem “The Free Bird and the Caged Bird”?

4. How could imperatives be of great help in terms of communicating?

3. Generalization

§  Lead the students to figure out the meaning of imperative that it is a type of sentence that expresses a command, a request or an instruction.

C. Post Activity

            Activity 3. Empire-ratives Work!

§  Group the students into 2 groups representing 2 empires.

§  Ask them that each group must come up with a name. Name the first group as Asian Empire and name the second group as African Empire.

§  Each empire will draft a list of laws and rules to be followed by them as they establish their kingdom.

§  Make sure that each member should write at least one law or rule.

§  Continue the process until all the members wrote their sample law or rule.

§  Make sure that imperatives are used in drafting the list.

IV. Evaluation

Direction: Identify whether the imperatives are in the form of command, request or instruction. Write C if an imperative is in the form of command, write  R if it is in the form of request and  I if it is in the form of instruction.

____________1. Let us fly to the woods.

____________2. Come here.

____________ 3. Sit by my side.

____________ 4. Sing a song for me.

____________ 5. Can I have more water, please?

____________ 6. Take off your shoes before entering a mosque.

____________ 7. Encircle the letter of the correct answer.

___________ 8. Sit down.

___________ 9. Pick up pieces of paper.

___________10. Can you pass the rice, please?

IV. Assignment

Direction: Make 5 examples of imperative in a form of command, 5 examples of imperative in a form of request and 5 examples of imperative in a form of instruction.

SAMPLE LESSON PLAN NO. 1

Lesson 1

BASIC FEATURES, ELEMENTS AND SPECIAL QUALITIES OF AFRO-ASIAN POETRY

I. Objectives

§  interpret the meaning of Afro-Asian proverbs;

§  discuss the nature, features and elements of Afro-Asian poetry ;

§  compare and contrast the distinct qualities, nature, features and elements between African poetry and Asian poetry;

§  appreciate the distinct nature, features and elements of Afro-Asian poetry; and

§  share to the class their ideas about the nature, features and elements of Afro-Asian poetry.

II. Subject Matter

           

Title:  BASIC FEATURES, ELEMENTS AND SPECIAL QUALITIES OF AFRO-ASIAN POETRY

            Text: Drinking Alone Beneath the Moon by Li Po

                      If I Went to Heaven by Anonymous

                     Song of the Flower by Kahlil Gibran

                      Wine Poem by Li Po

                      Africa by David Diop

            Materials:

                     Visual Aid (Venn Diagram)

                     Index Card

                     Photocopy of the text (handouts)

III. Procedure

A. Pre Reading

            1. Motivation

           

            Activity 1. Fun With Proverbs

§  Divide the class into two groups. Name the first group as Asian and for the other one as African.

§  Give each group 3 sets of strips which have jumbled words.

§  Let the students arrange the jumbled words to come-up a proverb.

§  Let them discuss their interpretation of the proverb they have chosen.

B. During Reading- Silent Reading

§  Divide the class into five groups.

§  Ask the students to work in a group and assign each group an African/Asian poem to read silently.

Group 1: Drinking Alone Beneath the Moon by Li Po

             Group 2: If I Went to Heaven by Anonymous

             Group 3: Song of the Flower by Kahlil Gibran

             Group 4: Wine Poem by Li Po

             Group 5: Africa by David Diop

            C. Post Reading

            1. Comprehension Questions

            Directions:

§  Tell the students to find out how the author expresses real-life experience through answering the following questions and let them share to the class their ideas through a one minute reporting.

1. What is the poem about?

2. Who is speaking in the poem?

3. What emotion does it communicate?

4. Are there lines which you oppose?

5. How do you feel about the poem?

6. What is the intention of the author in writing the poem?

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

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

9. How do rhymes or the regular recurrence of similar sounds shape the meaning of the poem?

IV. Evaluation

§  Based on the presentation of ideas through a one minute reporting, let the students compare and contrast the basic features, elements and special qualities between African and Asian poetry.

 

                                     African                                         Asian

                                  

                                                Asian Poetry                                         African Poetry

V. Assignment

§  Ask the students to make a Friend Book (FB).

§  Each student must build a webpage entitled “Friend Book” or (FB) in a short bond paper.

§  Encourage them to post a shout-out on their  FB (Friend book) Home Page

§  The “shout out” must contain their personal reflection about Afro-Asian poetry.

§  Let them roam around next meeting to ask their classmates to either “like,” “tag” or comment on their “shout-out.”

§  You may refer to the example below.

FRIEND BOOK

	Paste Your Photo Here

 

Comments:

 

                                                                                                                 

 

MY PROFESSIONAL DEVELOPMENT CAREER PLAN

            Before I was enrolled to this crash course known as the Teacher Certificate for Non Education Professionals, I asked myself: Why be a teacher? Honestly speaking, my mind was uncertain to answer such question even after I finished studying all the professional subjects offered in the first semester. However, such question just became certainly answerable after I experienced the off-campus teaching in my chosen school none other than the Francisco Bangoy National High School. I really had a very memorable and worthwhile experience in my cooperating school that opened my mind and heart to embrace teaching profession as my lifetime career after graduation. With pride and honor, I promise that I will pursue a teaching career after graduation. I want to see myself getting old being in this profession. I want to become a MODERN TEACHER (Modern, Obedient, Dedicated, Economical, Resourceful, Noble—Talented, Efficient, Active, Creative, Honest, Effective and Research-oriented.) With all of these characteristics, I can surely become responsive to the changing needs that await me in the field of work after graduation. 

            Moreover, after graduation I have set my mind to accept only the teaching related opportunities as possible with open arms so that the enthusiasm in me to teach will keep on burning and the teacher in me will be kept alive.  Also, I want to pass the board examination this coming September 2012 and enroll myself in the graduate school to take up a Master’s Degree in Education major in Language Teaching still in my alma mater in college. There are also several plans that I want to achieve after graduation that I never mentioned herein but those are subjects for a case to case basis. Meaning to say, I cannot proceed to my succeeding plan without accomplishing the previous ones. Therefore, I need to follow a step by step process in achieving my plans since a journey towards a thousand miles begins with a single step. 

MY STATEMENT OF PERSONAL EDUCATION PHILOSOPHY

             An aphorism emphasizes, “the philosophy of education is the “window” to the world and a “compass” in life”. As a teacher, the philosophies of education that I possessed really serve as my window toward viewing the greatest possibilities of becoming a teacher and a “compass” that can guide my ways toward fulfilling the duties as future educator.

            As a teacher, I considered myself as an existentialist as projected in my education philosophies. As an existentialist I always consider myself as a counselor who always helps my students to understand and appreciate themselves as unique individuals who accept complete responsibility for their feelings and actions. Since existence precedes essence, my role as an existentialist teacher is to help students define their own essence by exposing them to various paths they take in life and by creating an environment in which they can freely choose their own preferred way. Also, as an existentialist, I believe that the feelings of my students should not be separated from reasons in decision making. As a result, I demand the education of the whole person and not just the mind. Furthermore, being an existentialist teacher, I always consider my students as unique individuals who possess innate talents or capacity; thus, I see to it that I facilitate activities to them with reference to their learning styles and to their multiple intelligences. In fact, I always give my students wide variety of options from which they can choose. I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as an educator to help students meet their fullest potential in their chosen field by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. As an existentialist, my methods of teaching focus on the individual. I see to it that learning is self-paced and self-directed. I always render an individual contact with my students so that I can relate to each of them openly and honestly. I also help my students know themselves and their place in society since I employ values clarification strategy.

            Going deeper, I  based my educational philosophies on some desirable and effective concept formulated by the experts such as the four pillars of education wherein my students will be  learning to read & write, learning to enjoy life, learning by doing of skill & attitude and learning to do know, live, & to be happy. For me, teaching provides an opportunity for continual learning and growth. One of my hopes as an educator is to inculcate a love of learning in my students, as I share my own passion for learning with them. I feel there is a need for compassionate, strong, and dedicated individuals who are excited about working with children. In our competitive society it is important for students to not only receive a solid education, but to work with someone who is aware of and sensitive to their individual needs. I am such a person and will always strive to be the best educator that I can be.

            Ultimately, I would like to end my statement of education philosophy by leaving some striking lines from my favorite song entitled the “Greatest Love of All”. I am always reminded of this song and I hope all the teachers in the world will also be reminded that the children are our future. Teach them well and let them lead way.  Show them all the beauty they possess inside. Give them a sense of pride and to make it easier let the children's laughter remind us how we used to be. Because of this, something in me remains wherever I have been.

STUDENT TEACHER’S PRAYER- Composed by DENNIS V. SALAMANES

Eternal God,

We are truly grateful of the blessing that you have showered upon us.

Thank you for the gift of life, for the loving students, for the loving and caring family,

for the understanding and compassionate teachers, for the supportive principal and for this wonderful day that we are about to share together with your guidance and protection.

Bless us all as we are about to deal a new lesson, new knowledge to inculcate, new experiences to embrace, new ideas to share, new values to feed our morale, new output of our painstaking labor to fulfill our satisfaction, new opinions to open up with others, new camaraderie to develop and a lot more that we are humbly asking from your most benevolent heart that grant simple requests into a sure reality.

 Lord, Bless all schools especially F. Bangoy National High School that it may dynamically and competitively become a center for sound learning, new discovery, and the pursuit of wisdom; and grant that those who teach and those learn may find you to be the source of all truth and wisdom.

Lord, we ask forgiveness for all the sins that we have committed and we are sincerely accepting your Holy Spirit to rule our hearts and minds so that we can avoid the temptations and some forms of evil as we continue fulfilling our roles in this beautiful world as children of God.  We ask this through our Lord Jesus Christ, your son, who lives and reigns with you and the Holy Spirit, one God, forever and ever Amen.