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20L0 Secondary Education Curriculum

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Quarter 3 : POETRY Topic 3: Types of Poetry, Poetic Devices Time Frame L2 days
and Choral Readinq
Stage I

Content Standard : Performance Standard:

The learner demonstrates understanding of the distinct The learner interpretatively and proficiently performs in a
features of narrative, lyric and dramatic poetry, their Choral Reading of a poem.
elements and poetic devices using the appropriate language
forms and functions.
Essential Understanding Essential Question:
Understanding the special qualities of each type of poetry and How do types of poetry provide SilcCinct ideas about the richness
the poetic devices used provide succinct ideas about the and beauty of poetry?
cd'''i5"
richness and beauw of poetrv.
Learners will know Learners will be able to
r Three (3) types of poetry !/.understand the distinct qualities of narrative, lyric and
- narrative dramatic poetry
- lyric r recogflize and appreciate the use of poetic devices
- dramatic like figures of speech and symbolism that creates
meaningful expressions of thoughts, feelings and
Poetic devices observation in life
- figures of speech .
identify the tone, mood and emotions of a poem read
- symbolism ,/o relate the poem read to own experiences to clarify
its meaning
Basic Facts of Choral Reading
- functions
t. express agreement and disagreement to values
presented in the poem read
- elements 41 participate actively in the presentation of a creative
- Tips in Preparing for and Presenting Choral choral reading
Reading 21 exhibit awareness and control he/she exerts over
the knowledge of a poem through choral reading
). use eye contact, appropriate gestures and props to
enhance presentation and engage the audience
!: employ interpretative reading to note the proper
ohrasino and pausinq in reading a poem aloud
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Product or Performance Task
Choral Reading of a poem read
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7 t take part in modifying a poem for choral reading
t o perform in a choral reading adjusting rate, pitch, tone,
stress, tempo, juncture and volume of voice to suit the
meaning of the poem
r. assume the role of the "persona" in the poem when
delivering lines in poetry
,'] observe correct pronunciation of words
./. observe correct S-V agreement in expressing
understandino and annreciation of a ooem
Stage 2
Evidence at the level of understanding Evidence at the level of Performance
Learners should be able to demonstrate The learner interprets a poem through
understanding covering the six (6) facets Choral reading based on the following
of understanding: criteria:
Exolanation
i. Justify that the special qualities of Voice Quality
poetry provide succinct ideas about Facial expression
richness and beauty of poetry. Delivery
r Prove a close connection among the P hrasing/blend in g/pausinglti min g
elements of and poetic devices Rate
used in a poern to bring out its Enunciation
meaning.
Accuracy
/. Synthesize the message of the poem.
Language convention
y. Explain the relationship existing between
subject and verb in a given sentence..
lnterpretation
. Judge the importance of poetic devices
to communicate meaning.
t. . Critique how creative and imaginative a
choral reading is.
,/ o Translate ideas from the poem read by
using correct S-V agreement.
Aoolication
!o Present choral readino of one tvne of
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poetry.
e. Use etfective strategies in choral reading
of a poem.
{o Read aloud a poem with fluency.
{. Use experiences from the arts to express
ideas creatively.
{o Communicate colorful ideas using correct
S-V agreement.

Persoective
o
Compore and contrast the figures of
speech and other poetic devices used in
poems.
. Analyze qualities of each type of poetry.
/. Analyze ideas and theme found in a
poem.
(. Provide appropriate ways of making
verbs agree with their subjects.

Emoathv
.
y' Relate insights on the essence of poetic
devices used by the author.
'.
4 Reach a common understanding on how
to present an effective choral reading.

Self-knowledoe
. Reflect on the effective strategies to be
utilized in making meaning through choral
reading.
J t Be aware of the importance of observing
S-V agreement in conveying a clear
message of the poem.

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 Stage 3

Teaching and Learning Sequence

1. EXPLORE

At this stagq the teacher should be able to do the tollowing:

o MaRe the learners aware of the desired result, that is, for himlher to demonstrate understanding of the
specral gualities of en,ch type of poetry and the poetic devices used which provide succrnct ideas about the
c*irse
richness and beauty of poetry.
o Take up the essential question, "How do types of poetry provide Siiiiifict ideas about the richness and
beauty of poetry?" with the students. Make them ansurers ff e guestion and cue them into the big ideas by
activating their prior knowledge orpast experiences.
o Use non-tormative assessment to checklevaluate learners' readiness and competence on the prerequisite
skills to the tasks at hand.
e Intorm the students of how they wiil De assessed and that their output is an interprdative and proficient
pertormance in a choral reading of a poem.
o Ask the learners to share what they know about the specral gualities of each type of poetry and the poetic
devices used.

Suggested Activitiesr

The Hidden Gems

.lnvite the students to hke a closer look at the picture, drawing ,illusfation or painting showing one example ol
Filipino culture and/or burist spots, and ask them the questions:
* What are you reminded of when
!€u see this illustration?
* What message does this illusfafion/picture/drawing/painting put across?
.Ask the student to imagine that he/she is the one depicted in the picture/drawing/illustration/painting and would ansver
the que$ion : How do I express nyselt?

The Flavor ol 60edence

. Ask the students to vvork in.
. Tell them to compare and lind a common bond from their answers.
. Have them rank what cheered them up or make them leel excited, and ask them this question:
Oo they ggest pow to Wu?

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 Surolise or No Sulprisel

. lnvite the students to listen lo a song (preferably one that highlights typical positive/negative Filipino attituded habits/
. beliets/ customv tradition), Process the learners' answers.

. Ask them to ans er these questions (in small groups ol five ):

1. What is the song all about?
2. which is the catchiest tune or the hookline oi the song?
3. Which part is the chorus?
4. what do you like about it?
5, what do you think is the purpose of the song?
. Have them share their ideas with the rest of the dass.

Soar Like an Eaole

.lnvite the students to waEh a video showing some snapshots/sc€nes on how Filipinos hurdle and survive crisis/difficult
times/problems or on unique Filipino traiB/ practices/beliefs, tradition or customs.
.Have them relate the video to the lines of the song they listened to eadier, and ask them to share their leelings about the
two.

Uutat do We Know?
. Tell the students that 'poems are like snapshots, a1d elgl
-olle.9qr!u-!ps_A tse.lEg -ol.1m,o!!q!!!!U'1q9"
. Allow them to reflect on the meaning of the quoEtion, and ask them to ansrver these questions:
* what does each snapshot make wu think of?

. Have them share their idears with the rest ol the chss.
' How does each one make you teel?

o/ A second. Thid Look

. Tell the students that it is always a good idea to look at the title of the poem they'll explore, ior the title gives a clue to the
'central metaphof or the "controlling idea- in the poem.
. Ask them to rearrange and put the word in their correct order.
e.g. Bamboo / fliafl / Like / A
. Have them guess what the poem will present
e.g. tell a story
expEss a strong Eeling or experience
share thoughts, frelings about a subject or observation
. Ask them b share their thoughtsfieelings with their classmaEs.

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 Y Setfno lfie Landscape
. Remind the students to recall the elements of a poem and how they are interconnected in contributing to the "btal elfecf or
'meaning. of the poem.
. Check whal they knowdon't know aboul the elements and qualities of the three types ot poetry.

The Uncommon,..
. Ask the students to gmup the given expressions as to what is "common' and what "uncommon" way ot expGssing ideas is.
. Have them reflect on which way of expressing ideas, Eelings thoughts is more efEctive.
. Tell them to share their ide.rs with the rest of the class.

2. FIRM UP

At fhis stagq the teacfier should be able to do the following:

o Makethelearners rrrusfrate otcrystallizetheirknowldgeof three types otpoetry, thespecialgualities oteach
type, the poetic devices used and the S-V agreement through the varied activltres you will provide them.
o Engage them in meaningful and challenging activities that promote cooperative learning and that will enrich what
they have learned.
o Provide them opportunities to analyze, generate and test their understanding.
o Give comments and suggestfons.
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'4r suggested Activities
' /v Words Come Easy ...A Hunt
. . Read the poem"Pliant like a Bamboo" !o the students, and ask them to iot down the words which mean the same as those
descdbed on their cards-
. Ask them io interpret each key r,vord through miming it (through action) afterwards.

A Lot o1...
. Explain to the students the 1wo general points to consider in unfolding the central images of a poem and that the lusion of its
sound and meaning is achieved through bcusing on its aspects/elements .

. Present to them the two (2) points ot consideration i.e.

1. approach ol the poem that clarifies lhe speaker and the one being addressed (mankind in general or a particular
person), setling, lone and mood.
2. aspects to be given special asention i.e. a. what is unusual e. rhylhm / rhyme
b. images andimagery I. story line

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 c. figurati\re language g. meaning^heme
. Ask them to check which ones havent touched / explored yet, then which need to be given attention first.

Adlusting The Focus

. Chriry to the students that tone is the speaker's or author's attitude towards the subject, and in reading a poem, they have
to depend on words alone to discover the speakeis attitude. ^ ,/
. Ask them to rvork in gmups of eight (8)and read the poem assigned to them('Pliant like A Bamboo','Sad lide House$ by
Amparo Asuncion,.tsoothing As The Night Wnds AIe" by Salvador Espinas;fThe lrrcpressible Heart by Serafin Lanotr"l
Shall Not Pass This Way Again',tBlades Ol Grass')
. Tell them to think about the character who is speaking.
. Have them reread the poem two or three times to reveal the speakefs leelings and ask them to choose trom the word pool
which show the speaker's afiitude or tone.

Word pool: admiring optimistic sarcastic

Bored satisfied wishful
Joking serious worried

. Allow tlem to share their answeB with the rest ot lhe class.
. Process the learners' answers.

I Wonder ll...
. Ask the students to recall that mood is the beling the poem creates in the reader, and tell them b identify uvhat kind of
ieeling the poem,'Pliant Like A Bamboo" creates / builds in them.
. Tell them to choose from the list the heling the poem buikls in them.
(amusement, anxious, calm, excitement, hared, joy, love, negative, peacefulness, rehxation, tension, etc.)
. Make them ans,r.rer these questions:
- How does the poem afiect Wu?
- How does the poem come alif- tor Wu?
Which padllines ot the poem E he nost impodant b WU? Why?

r/goem-lamtorce
. Ask the students to iorm groups of six(6), and read the poems assigned to them.
. Have two or three members of the group to take turn_s in reading aloud the poem assigned to lhem.
(e.g.IA Sigh ln The Da*'byAngela M. Gloria, iMaria Clara's Song" byJose Rizal,.lt\lan Upon JtE Crqss'by Conrado
liA
Pedmche, ,,r_Liuq.by Linle', 'Question',Je-4!qd- Molhera-Heaf by Jose h Mlla Tierra, iPoem' ,"The Cricker )1

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 e.g. 1. Who is the speakeP
2. who is being addressed?
3. Wlat is it trying to tell?
4. Does it present something 'new'?
5. How does the poet make the experience come to lib for !rou?
6. etc.
. Have them present / shaje thei, lindings with the chss.
. Guide them to a guessing (what type of poetry) game whete they will inbr wtlich is / are--
1. narrative poern/s
2. lyric poem/s
3. dramatic poem/s
. Discuss with them the qualides of each type of poetry, and have them cite lines , pfis ol the poem which do the best job of
recreating experience.

. Ask them b reaftirm which poem

l. tells a story
2. is spoken by one or more chaEcters !o express intense feelings or thoughB
3. expresses thoughts, feelings, observation of human condition and has musical quality

. Have them draw interences (educated guesses based on evidence/s) .about the speaker's situation, altitudes, and
personality traits. They may use the chart like the one shown to recod their deEils and words that re\real infurmation about
the speaker.

Title of the ooem Soeaker's words Soeaker's attitude Soeaker's action Inferences Tvoe of Doem

. Process the learners' answers.

t, Flulfy Like A Cloud

. Discuss with the students when and how do words are used imaginatively rather than litelally ln poems.
. Have them try examples of figures of speech to be anatlzed.
. Ask them to point out and make sense of the comparisons made in the examples.
. Tell them to anallze hqw odinary things a.re.Oescribed in a new way called "figuEtive language"' and discuss with them the
distinct qualities 6t similt, metaphor, peqsilnltiiation and hyperbole.
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 . Allow them to retain their groupings (by ten) and read another poem (from othef groups) to lind examples of figures of
speech used.
. Ask them b list simihs, metaphors and personmcafion trom their chosen poem. They may use the chan fike the one shown:

poem simile metaphor personification hyperbole

. Tell them to share their findings with the class.

o Have them compare the connotation of the figurative language found in each poem like:

Poem Fiourative lanouaoe Connotation

o Ask them which similes, metaphors, personification are most etfective, then they'll prove their contention.
o lnvite them to share their findings with the class.
. Process the learners'answers.

Lights Up
. Ask the students to make a list of at least 3 metaphors (saying one thing is another very ditferent thing)
for each entry. E.g. A smile is
Happiness is
Love is
. Invite them to write at least 3 similes for each entry
e.g, lam like a
Jealousy is like a

. _.
My best friend is as
Tell them to lind at least 3 examples of iryperbole and 3 examples of personification lrom the poems exphred in class.
. Have them explain what is actually happening and what is exaggeraled ao each example of hyperbole.
. Process the learners' ansrflers.

The Slv Spy

. Tell the students that a symbol serye as a key to the meaning ol a poem, Explain to them that symbolism calls br higher
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 reality and that it deepens level of poem's meaning.
. Ask them to re€ad the poems they explored in class, and list the objects that they think are used as symbols, and .rsk them
to think ol other symbols used in other poems.
. Have them iol the meaning that each symbol has, and discuss with them how the meaning of the poem or the lotal elbcf is
connecEd to and is achieved effectively through symbols.
. Prccess the learners' an$Yers.

a The Seed Maker Rebuches

. Tell the students that each of them is a seed maker who needs to retouch the poem assigned to them and thek iob is i0
develop discussion seeds to the group.
. Exphin to them that the seeds are their comments, ideas, Eelings which theyll share to the group as they answer these
questions:
1. What is so interesting or surprising in the poem?
2. What fe€ling, idea, or experience does the poem creats?
3. Which wordy lines/ shnza interest )rou a\or stand out the most?
4. Which line/ paru stanza is importanl to you?
5. which lined part make you angry/ puzled/ excited? Why?
6. Which ideas/ lines in the poem remind you ot other things you have read o, experienced in your lile?
. Gi\re comments and suggestions.

Grammar Prtrolrlink g!:s

. Ask the students to wite their common findings on the board, and tell them b spot the pGsence of subject and verb
in each sentence.
. Have them spot ermrs in each sentence ( bcus on S.V agreement).
. Discuss with theln wBys to mal(e subiects agree with the verbs, and highlight the need to tocus on the correct brms of verbs.
. Exphin other salient points in making verbs agree with the subjects.
. Make them abstact and elicit dBtails b come up with the correct concepts afld rules br the grammar in locus.
. Ask thsm to use the correct torms ol verbs to (agree with the subjects) complete the giwn expressions.
. Process lhe leaners' ansflers.

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3. DEEPEN

At thrb stage, the tmeher should be ableto dothetollowing:

o Provide learners with thought provoking questions thaf will makethem retlecf, revisft, rethink and reviselstrengthen
their earlier assumptions about the three types d poetry, the specra I qualities of each type, the poetic deyices and the
appropriate languag e structure.
o Address the learners' uniqueness, strengt rs and weaknesses by providing them with differentiated rnstruction as
needed.
. Engage them in meaningful and challenging activities that promote cooperative learning and that reinforce what they
have learned.
. Engage them in metacognitive and meaningful self-evaluation.
t Provide teedback to check tor understanding.

Suggested Activities

A Meetlng with tfte Speakel ,,Pelsona"

. lnvite the students io imagine that each of them meeb the speaker, and ask them b share.-
-which ol the speaker's insights would they like b discuss with him/her
-which ol the experiences make them change their mind or strengthen their resofue about something or see something
about themselves in a new light
. Instruct them b observe correct S-V agreement in expressing their ideas.
. Have them share theh ideas orally in class.
. Pocess the barners' ansl,vers.

What 1f...

. Explain to the studenB that lite is tull of twists and tums, and ask them to think back of an important turning point in their lives
when they were able to do something good / bad to others.
. Have them imagine how things would have been different it they didnl do it.
. Ask *lem to imagin€ they had the power to change lhe world to a better one because of their action.
. lnvite them to express whal they would do in complete senEnces obseMng correct S-V agreement.

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PorftritF ol lmaglnation

1. Metaphor Poem
. Encourage the students to write a metaphor poem bllowing this structure
Line 1 --says that each sludent is something else
Line 2 --says that the student's friend is something else
Line 3 - says that the student's lib is something else
. Ask them to observe correct s-v agreement.
. Give commenE and suggestions.

2. Japanese Lantem Poem

. lnvite the students to create pictures and feelings with words in a Japanese lantern poem they will write following this
patern:
Line 1 --has one syllable
Line 2 - has two syllables
Line 3 -has three syllabhs
Line 4 -has four syllables
Line 5 -.ias one syllable (iusr like Line 1)
. Give comments and suggestlons.

3. Parfs ot Speech Poem --Noun Poem

. lnvite them to use their rich imagination and write a parts of speech -noun poem, and to lollow this structure:
Line 1 ---consists of an anicb and a noun
Line 2 --consist of two (2) adjectives joined by a conjunction
Line 3 --has two (2) verbs ioined by a conjunction
Line 4
-has an adverb
Line 5 -has a noun that relaEs to the fiIst noun.
. Give commenE and suggestions,

4. Sense Poem
. lnspire studenB to think of a sfong emotiofl they experience (sad, happy, angry, exciEd, horrified,etc.) , and write a poem
using that emotion as the seed^
. Ask them to tollow this patem:
Line 1 --name their emotion and give it a color e.g. Embarassment is red.
Line 2 --tell how it smells
Line 3-tell how it tastes

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Line 4 -.tell horn it sounds
Line 5 -.tell how it bels
. Have them use simile/s, metaphor/s, and obserw corect S-V agreement.
. Give comments and suggestions.

\J) Poetrv Postels

. lnvite students to work in groups ol five (5), then combine artworks and poetry in coloful and inMting posters to be hung in
school hallways / corridors or bulletin boards,
. Give comments and suggestions

Upbeat Happiness

. lnvite the students to prepare a specilic upbeat activity which can be:
- dramatic skit
- dance number (all of which must emphasize a positive message from the poems explored in class
and must bring happiness)
- storytelling
- song number
. Gi\re commems and suggeslions.

Let it Sing

. lnvite the students to choose a song(pop, rap, inspirational, rock, religious, ethnic, classical, country, eE.), and match it to a
poem they like.
. Ask them to try writing new words to go with the music, and use mehphor, simile, personificalion, hyperbole or symbolism .
. Remind them to observe correct S-V agreement.
. lnvite them to sing their song to chss, and to use musical accompaniment of their choice.
. Gh/e comments and suggestions.

Monologue

. lnvite the students to imagine each one is a plant , an animal, or an object, and deliver a monologue in which each speaks
about oneselr, telling what his/her life is like.
. Tell them to use imagery, figures of speech and S-V agreement.
. Give comments and suggestions.

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Tripartite Pedormance
. Select (at Iandom) a group of three students who willwoft as a tflo on the lines selecied lrom the poem.
. Have one student read the lines aloud, the second will translate the lines, and the third will figure out the meaning of the
lines. Remind them to obseve corTect S-V agreement in their exprcssions.

4. TRANSFER +++

At thrs stagq tlre teacfier should be able to do thefollowing:

o Have the learners make independent application of their understanding on haw the special guallfies of each type
of poetry and the poetic devices used confributeto the rrchness and beauty of poetry.
t Make learners interpretatively and proticiently pefiorm in a choral reading of a poem.
o Have them $ee the connection between fasks and the world.
o Provide feedback to check for understanding.

video Reel
. lnviE them to watch a video , and listen to a choral reading of a poem.
. Ask them to obsen e l(eenly and lind what is interesting, important in the perbrmance they viewed and listened to.
. Explain to them the basic facE/ salient points of presenting choral reading, considering its functions and elements.

Llstenlng ior Poetic Sounds

. Ask students to v'/ork in paits, and take turns in reading a poem aloud.
. Tell them t0 lis@n ior musical sounds created by words, and to consider the mood heling created by the sounds.
. lnviE them lo consider and remember to use the same sMe ol pmducing the sounds for their actual choral reading
perbrmance.
. Give comments and suggestions.

Stretchr Plav and EEooerate

. Have students work in groups of seven O), and ask them to read the poem aloud wlrile one member ol the group poses as a
conductor who will raise his/her arms up (for loud tone), ams down (for soft), arms lefi (for slow), and arms right(tor fast
tempo).
. Tell them to sing the part ol the poem to a well -known melody where lhey fit the tvods to music.
. Allow them to compete who will read the poem the fastest.
. lnvite them to translate the poem to Ll(mother tongus)
. Give commenb and suggestions.

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DEmatic Readinq
. lnvite the students to .ead aloud the poem assigned b them, ard decide which pans need to be emphasized through the use
ol gestures, change of tone, volume of voice, adjusting tempo, pitch, pace, and intonation
. Ask tlem to use facial expressions that match and go with the bne and feeling express in the poem.
. Encourage them to use props and costumes that go with the situation describe in the poem.
. Give comments and suggestions.

Trickv Helps
. Divide the class into three big groups, and ask them to brainstorm on ways that they can use /apply b plesent a creative,
and effective choral reading of a poem.
. Have lhem share their ideas with the class, and later on check them against the tips in preparing and presenting a choral
reading as tollow:
1.. Read and understand the poem.(e\rery word /line/slanza)
2. Read it abud several times, and be sure to pronounce each word correctly.
3. Decide which parts are most imponant, and emphasize those parts by reading them more slowly or with unusual stress.
4. Mark the important parts e.g. write "slowly' next to the sectiory'lines or write :enthusiastically" next to an exciting section,
5. Practice reading the poem aloud concentraling this time on
o Speaking clearv and distinctly
--
o Paying attention to timing, pauses, pacing and intonation
6, Ask another group to listen to your reading, and ask them these questions:
o Which words/ pans are not pronounce clearly or distinctly?
o Which section/lines were read too quickly?
o What additional sections/ lines can be read slowly, loudly, softly, enthusiastica.lly or quietty?
7. Make notes about which wordg lines b emphasize and wlren to change the reading pace.
8. Use appropriate voice, gestures or hcial expressions to help create a sense o, meaning to the poem.
9. Set the poem to music by choosing a musical piece that might go well with the meaning ol the poem.
10. Listen to the melody ol your chosen song, and malch it to your poem.
11. Record )our readings lo spot problem line/s , and fD( these poblem spots later with the group.
12. Prepare masks, props, costumes b go with the poem.
. Allow them to rehearse, and fix problem spots.
. Tell them to present their choral reading, and have it in the form of a contest.
. Process the presentation, and allow them to give ieedbacks.
o Have them evaluate and assess their inq the rubric.

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Resources:
L. "Pliant Iike A Bamboo
2. "Sad Little Houses" by Amparo Asuncion
3. "Soothing as the Night Winds Are" by Salvador espinos
4. "The lrresponsible Heart" by Serafin lanot
5. "l shall not Pass This Way Again"
6. 'A Sigh In the Park" by Angela Manalang Gloria
7. "Maria Clara's Song by Jose Rizal
8. "Man upon the Cross" by Conrado V. Redoche
9. 'Little by Little"
10.Questions"
11."Ballad of A Mother's Heart" by Jose La Villa Tierra
12."The Cricket"

Materialsffech nologies Needed :

L. lnformational Aids: graphic aids
2. Multimedia/TechnologicalAids: computer, LCD, DVD, Cd
3. Art Materials
4. AssessmenUEvaluation Aid: rubrics

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