Semi-detailed lesson plan PDF

Preview

Summary

Lesson plan in English...

Description

SEMI-DETAILED LESSON PLAN For Grade 11 English I.

Objectives At the end of the lesson, the students should be able to: 

Identify and explain the literary elements, genre and tradition present in the century poem of William Ernest Henley, Invictus.



Demonstrate understanding of the text through the integration of group tasks



Apply the use of specific literary elements through the creation of individual poems of students in their own choice of topic.

II.

Subject Matter Explain the texts in terms of literary elements, genres, and traditions EN12Lit-IIb-32

Materials

III.



Multimedia Equipment



PowerPoint Presentation



Individual print of the poem Invictus



Vocabulary Worksheet

Procedure A. Preparation 1. The teacher will start the class with a prayer to be led by the prayer leader student followed by a greeting. 2. The teacher will review the class of their previous discussion while fixing the PowerPoint presentation. 3. The teacher will distribute to the class the vocabulary worksheet along with a slip of paper.

B. Motivation After the preparation, the teacher will hand each student a folded slip of paper with the question “What difficult problem or dilemma have you survived” written thereon. Students will be instructed not to talk about their question; they need to simply think about it and answer in 6-8 sentences. Then the teacher will ask for volunteers to read what they have written for this prompt. Lastly, the class will be introduced to “Invictus.”

C. Lesson Proper / Presentation Pre-reading: 1. Vocabulary Check 

Before the teacher will proceed to the discussion, she will asks the students to answer the vocabulary worksheet individually. They will be given 5 minutes to fill out the worksheet with correct answer.

WORKSHEET: Below are definitions of words from the poem. Can you identify what the given words are? Read through the poem once more then write the word being defined in the box.

1. indomitable: incapable of being surmounted 2. to flinch: to recoil 3. to hit or to coerce 4. a show of intention to harm: a threat 5. violent anger: rage Answers: 1. Unconquerable 2. Wince

3. Bludgeon 4. Menace 5. Wrath



Using a dictionary, check how these words are pronounced, then practice saying them aloud altogether in the class.

During Reading 1. The teacher will ask the students to bring out their individual copy of their poem, Invictus. 2. The teacher will ask the students to read the poem silently. After silent reading, the teacher will ask the students to read altogether the poem loudly. 3. The teacher will post the guide questions while the students are reading silently. Guide Questions: A. Describe the character talking in this poem from the Invictus. To whom is the persona talking? B. What is your initial reaction as you begin to read the poem? C. What situations in the story remind me of people and situations in my own life? How are they similar and how are they different?

D. What do the speaker tries to imply in the last stanza? What is the significance of the message to the addressee? E. What are the rhyming words used in the poem. Is there a rhyme scheme used? F. Does the poem follow a metric pattern? G. What is the dominant tone and mood in the poems? Cite some lines from the

poem.

H. What is the central theme of the poem. How is it revealed in the poem? I.

Enumerate the imageries that appeal to the senses used in the poem. Identify the particular lines supporting the imagery.

J. What figures of speech used in the poem. Explain how they are used in the poem.

K. What do you think the title means? If I could change the title, how would I change it and why? 4. After reading, the teacher will give students 5 minutes to analyze the

questions posted. The teacher will call random students to answer each question. 5. Next the teacher will now begin on giving the students a short background

of the author of the poem.

William Ernest Henley

William Ernest Henley (23 August 1849 – 11 July 1903) was an influential English poet, critic and editor of the late Victorian era in England. Though he wrote several books of poetry, Henley is remembered most often for his 1875 poem "Invictus", a piece which recurs in popular awareness (e.g., the 2009 film, Invictus). During his lifetime Henley had become fairly well known as a poet. His poetry had even made its way to the United States, inspiring several different contributors from across the country to pen articles about him. In 1889 the Chicago Daily Tribune ran an article about the promise that Henley showed in the field of poetry. Henley was known as a man of inner resolve and character that transferred into his works, but also made an impression on his peers and friends.

Lesson on the literary elements, genres, and traditions Retrieved from: http://learn.lexiconic.net/elementsofpoetry.htm : http://learn.lexiconic.net/elementsofpoetry.htm

 The teacher will continue the lecture discussion using the PowerPoint presentation

Literary Elements  Refer to the overall or universal quality or description of any written or oral text Literary Elements of Poem

STANZAS: Stanzas are a series of lines grouped together and separated by an empty line from other stanzas. They are the equivalent of a paragraph in an essay. One way to identify a stanza is to count the number of lines. Thus:       

couplet (2 lines) tercet (3 lines) quatrain (4 lines) cinquain (5 lines) sestet (6 lines) (sometimes it's called a sexain) septet (7 lines) octave (8 lines)

RHYME: Rhyme is the repetition of similar sounds. In poetry, the most common kind of rhyme is the end rhyme, which occurs at the end of two or more lines. It is usually identified with lower case letters, and a new letter is used to identify each new end sound. Take a look at the rhyme scheme for the following poem I saw a fairy in the wood, He was dressed all in green. He drew his sword while I just stood, And realized I'd been seen\ RHYTHM: Creates the pleasant gliding effect when we read a poem. It helps readers to travel along the lines of the poem with a certain enjoyable tempo created by the components of rhythm.

Never in my lonely life, Could you make it -- be my wife. or, If only then she had seen, That crime and anger were to have been.

METER: the systematic regularity in rhythm; this systematic rhythm (or sound pattern) is usually identified by examining the type of "foot" and the number of feet.

WORD SOUNDS: Another type of sound play is the emphasis on individual sounds and words: 

Alliteration: the repetition of initial sounds on the same line or stanza - Big bad Bob bounced bravely.



Assonance: the repetition of vowel sounds (anywhere in the middle or end of a line or stanza) - Tilting at windmills



Consonance: the repetition of consonant sounds (anywhere in the middle or end of a line or stanza) - And all the air a solemn stillness holds. (T. Gray)



Onomatopoeia: words that sound like that which they describe - Boom! Crash! Pow! Quack! Moo! Caress...



Repetition: the repetition of entire lines or phrases to emphasize key thematic ideas.



Parallel Stucture: a form of repetition where the order of verbs and nouns is repeated; it may involve exact words, but it more importantly repeats sentence structure - "I came, I saw, I conquered".

FIGURATIVE/CONNOTATIVE DEVICES





Simile is the rhetorical term used to designate the most elementary form of resemblances: most similes are introduced by "like" or "as." These comparisons are usually between dissimilar situations or objects that have something in common, such as "My love is like a red, red rose."



Metaphor leaves out "like" or "as" and implies a direct comparison between objects or situations. "All flesh is grass."



Personification occurs when you treat abstractions or inanimate objects as human, that is, giving them human attributes, powers, or feelings (e.g., "nature wept" or "the wind whispered many truths to me").

IMAGERY is the name given to the elements in a poem that spark off the senses. Despite "image" being a synonym for "picture", images need not be only visual; any of the five senses (sight, hearing, touch, taste, smell ) can respond to what a poet writes

Literary Genres

Retrieved from http://literarydevices.net/genre/ 

It is a category of literary composition. Genres may be determined by literary technique, tone, content, or even (as in the case of fiction) length.

A. EPIC POEM is a long, narrative poem that is usually about heroic deeds and events that are significant to the culture of the poet. Many ancient writers used epic poetry to tell tales of intense adventures and heroic feats. B. NARRATIVE POETRY is a form of poetry that tells a story, often making use of the voices of a narrator and characters as well; the entire story is usually written in metered verse. Narrative poems do not have to follow rhythmic patterns. C. ROMANTIC POEM is a poetry that emphasized intuition over reason and the pastoral over the urban, often eschewing consciously poetic language in an effort to use more colloquial language D. DRAMATIC POETRY is any drama that is written in verse that is meant to be recited. It usually tells a story or refers to a situation. This would include closet drama, dramatic monologues, and rhyme verse. E. LYRIC POEM it has have a musical rhythm, and their topics often explore romantic feelings or other strong emotions. LITERARY TRADITIONS

 Literary tradition is the passing down of stories which give meaning to human experiences, according to Literary Articles. Every linguistic group has a literary tradition, which is transmitted either orally or through writing. Post-reading: A. Extension 

The teacher will go back to the guide questions provided in the second reading and let the students analyze the correct answers or the mistakes that they have committed during reading.



The teacher will allow the students to a clarifications from the teachers and provide feedback from the discussion



The teacher will give a brief discussion and examples of the 19th century poem and explain the significance of it in the curriculum.

B. Group Tasks 

The teacher will divide the class into three groups.



Each group should select their leader who will lead their activity.



The distribution of the activity to be done will be made using the fishbowl technique and whatever they have selected, that is what they are going to perform.



Each group will be tasked to do a creative activity in response to the lesson discussed. They will be given a maximum of 5 minutes to perform. A rubric will be presented for the evaluation of their performance.

Rubric of Performance

Group Number

Retrieved from http://secondaryelar.weebly.com/uploads/1/0/5/4/10543478/spoken_word_rubric.pdf

GROUP ACTIVITIES

Group 1: Creating a Scenario. A scenario is an outline of a proposed series of events either real or imagined. The group should create a scenario following the

point of view of the speaker in the poem. Write your own dialogues and verses for the characters. Remember to make the conversations witty and interesting and the verses as poetic and rhythmical as possible.

Group 2: Speech Choir. The speech choir is a form of oral interpretation done as a group. Similar to choral singing, a speech choir requires the harmonious and rhythmical recitation of poetic verses. In a dramatic speech choir, the group creates movements and wears costumes that reflect the theme of the poem. Using the poem, INVICTUS the group should prepare for a dramatic choral interpretation. Practice the oral interpretation of the piece and work on meaningful movement.

Group 3: Dramatic Monologue. The oral interpretation of a selection is one way of interpreting and understanding its meaning. A dramatic monologue is one such example. It is an extended speech addressed by a character to another person. Prepare for a dramatic interpretation of the poem INVICTUS. The group should be able to memorize the lines well and practice the facial expressions, gestures, and body movement before the class performance.

D. Generalization / Application The teacher will ask the students to use literary elements to show how much they have understood the lesson.

IV.

Evaluation The students will have a quiz to reinforce what they learned from the poem. Directions: In a ½ sheet of paper answer the following: Part 1: True or False. Write true if the statement is correct and false if the statement is incorrect.

1. The poem Invictus is written by William Ernest Henley. 2. Invictus was written in the 15th century. 3. The California Tribune ran an article about the promise that Henley showed in the field of poetry. 4. Invictus was written during the Victorian era. 5. Invictus is a Latin term that means “unconquered”. Part 2: Matching Type Directions: Match the correct definition in column B to the term in column A.

Column A 1. Stanza 2. Rhythm 3. Rhyme 4. Meter 5. Simile 6. Metaphor 7. Personification 8. Imagery 9. Alliteration 10. Assonance Column B

a. These are a series of lines grouped together and separated by an empty line from others b. Repetition of vowel sounds c. A direct comparison between objects or situations. d. An enjoyable tempo in the poem e. Systematic regularity in rhythm f. Inanimate objects are given human attributes g. Repetition of initial sounds. h. Elements of the poem that spark off the senses i. Repetition of similar sounds j. Comparisons using “as” or “like” Answer key: 1. A 2. I 3. D 4. E 5. J 6. C 7. F 8. H 9. G

10. B Part 3: Multiple choice. Directions: Choose the letter of the correct answer. 1. It has have a musical rhythm, and their topics often explore romantic feelings or other strong emotions. a. Lyric poem b. Romantic poem c. Dramatic Poetry d. Epic poem 2. Any drama that is written in verse that is meant to be recited. It usually tells a story or refers to a situation. a. Narrative poetry b. Romantic poetry c. Dramatic poetry d. Lyric poem 3. A form of poetry that tells a story, often making use of the voices of a narrator and characters as well; the entire story is usually written in metered verse. a. Narrative poetry b. Romantic poetry c. Dramatic poetry d. Lyric poem 4. This is a long, narrative poem that is usually about heroic deeds and events that are significant to the culture of the poet.

a. Lyric b. Romantic poem c. Dramatic Poetry d. Epic poem

5. Poetry that emphasized intuition over reason and the pastoral over the urban, often eschewing consciously poetic language in an effort to use more colloquial language a. Lyric b. Romantic poem c. Dramatic Poetry d. Epic poem Answer key: 1. A 2. C 3. A 4. D 5. B

V.Assignment 1. The teacher will assign the group of the play that they would be reading for their next group performance.

APPENDIX COPY OF THE POEM INVICTUS BY WILLIAM ERNEST HENLEY Retrieved from: https://www.poetryfoundation.org/poems/51642/invictus Out of the night that covers me, Black as the pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud. Under the bludgeonings of chance My head is bloody, but unbowed. Beyond this place of wrath and tears Looms but the Horror of the shade, And yet the menace of the years Finds and shall find me unafraid. It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate, I am the captain of my soul....