I-Objectives:

* Tell the different elements of poetry.

* Recite a grown-up poem to the class.
II- Subject Matter:
Poetry and Its Basic Elements
Reference:Internet-www. google.com
2010 SEC Curriculum Guide in English I
Going Beyond I , English Workbook Series I
by:Rogelio L. Marmol, pp. 127-128
Materials: Puzzle, pictures, chart
audio cd
Valuing: cooperation
III- Procedure:
A. Daily Routine:
1. Prayer
2. Classroom Management
3. Checking of Attendance
B. Motivation:
B.1 Hang Man (Girls vs Boys)
1. Identify what is being asked.
2. In every wrong letter, the teacher draws each part of hang man
_ _

_ _

3. It is a form of literature that emphasizes rhythm, other intricate patterns of sound

and

imagery.
B.1. The learners will listen to a song, " That's What Friends are for" by Dionne

Warwick.

( Video intricate pattern of sound and imagery).

The learners will answer the following questions.
a. Identify elements of poetry in the song.
b. What is the message of the song?

C. Find- A. Word Puzzle

* Find the elements of poetry in the puzzle.
A L L I T E R A T I O N
S A M J S L H G E S A T
Y B E K T I Y H M T B J
M C T L U M T I E U C K
B D A M V I H J H V D L
O E P N W S M E T E R M
L F H O X A D K O W E N
I G O P Y B E L P

F O

S H R H Y M E M O Y G P
M I Q R Z C F N R Z H Q
D. APPLICATION
* Rearrange the jumbled letter-word to form the correct word using its meaning.
Each word is an element of poetry.
1. M E H R Y - the last words of the line's match with each other in some form.
2. M O L Y S B I M S - used to express the deep hidden meaning behind the
words.

3. T R E E M - the syllables match with each other.

4. M H Y T R N - the music made by the statements of the form.
5. M I E L I S - a method of comparison using the words "like" or "as".
6. M E T H E - what is poem all about.
7. T R A M E H O P - a method of comparison using the words "like" or "as".
8. T R A I L T E A L O N I - several words in the sentence may begin with the
same
alphabet on syllable sound.
IV- Assessment:
THE POEMS "I GREW UP WITH"
* Let the learners recall their favorite poems when they were still kids. Request
them to recite the poem to the class.
V- Assignment:
* Read and answer comprehension question on pages 127-128
Reference: Going Beyond , English Workbook Series
by : Rogelio L. Marmol

I- Objectives:
1.
2.
3.

Pronounce words correctly observing proper stress.

Determine stress and content words function words
Participate in discussion
II- Subject Matter:
Sentence Stress- Content words and Function words
Reference: English for students
English Pronunciation, Text
Materials:
Chart, Text, Chalkboard

Aim: Improving pronunciation by focusing on the stress - time nature of spoken English
III Procedure:

A. Daily Routine
1
Prayer
2
Greetings

Checking of attendance
B. Motivation:
a.Review:
The past progressive form of the verb is used to express an action which was taking place
at the same time as another past action.
Example: He was reading when I saw him.
The auxiliary verb did is used with the present tense of the main verb in making negative
statements and asking questions in the past tense.
Example: Did you eat at twelve oclock?
The used to form denotes a habitual action performed in the past but no longer done in the
present. When you say I used to go to the movies every Sunday, you mean that you no longer go to
movies every Sunday.
C. Discussion/Activity: Awareness raising followed by practical application exercises
Level: First Year
Outline:

Begin awareness raising activities by reading an example sentence aloud to the students (for
example: The boys didn't have time to finish their homework before the lesson began). Read the
sentence the first time pronouncing each word carefully. Read the sentence a second time in natural
speech.
Ask students which reading seemed more natural and why it seemed more natural.
Using the ideas students come up with, explain the idea of English being a "stress - timed"
language. If the students speak a syllabic language (such as Italian or Spanish), point out the
difference between their own native language and English (theirs being syllabic, English stress timed). Just this awareness raising can make a dramatic difference in such students abilities.
Talk about the differences between stressed words and non-stressed words (i.e. principle
verbs are stressed, auxiliary verbs are not).

1. Pre-Activity:

Write the following two sentences on the board:

The beautiful Mountain appeared transfixed in the distance.
He can come on Sundays as long as he doesn't have to do any homework in the
evening.

Underline the stressed words in both sentences. Ask students to try reading aloud. Point out
how each sentence seems to be approximately the same length in "stress - time".
Ask students to look through the example sentences and underline the words that should be
stressed in the worksheet.
Circulate about the room asking students to read the sentences aloud once they have
decided which words should receive stresses.

Review activity as a class - ask students to first read any given sentence with each word
pronounced followed by the "stress - timed" version. Expect a surprise at the quick improvement
students make in pronunciation (I am every time I do this exercise)!!
Pronunciation Help - Sentence Stress

Take a look at the following list of stressed and non-stressed word types.
Basically, stress words are considered CONTENT WORDS such as
Nouns e.g. kitchen, Peter
(most) principle verbs e.g. visit, construct
Adjectives e.g. beautiful, interesting
Adverbs e.g. often, carefully

Non-stressed words are considered FUNCTION WORDS such as

Determiners e.g. the, a, some, a few
Auxiliary verbs e.g. don't, am, can, were
Prepositions e.g. before, next to, opposite
Conjunctions e.g. but, while, as
Pronouns e.g. they, she, us

2. Post- Activity:

Mark the stressed words in the following sentences. After you have found the
stressed words, practice reading the sentences aloud.

John is coming over tonight. We are going to work on our homework together.
Ecstasy is an extremely dangerous drug.
We should have visited some more castles while we were traveling through the back roads of
France.
Jack bought a new car last Friday.
They are looking forward to your visiting them next January.
Exciting discoveries lie in Tom's future.

IV- Evaluation:

1.
2.
3.
4.
5.

Use the past tense of each verb in parentheses to complete the meaning of the
sentence.
When he (fall) down, he (break) his leg.
He ( read) when I (write) on the board.
He (run) as far as I (tell) him to run.
He (swim) as far as he (can).
She (leave) her money at home.

Use the past progressive form of the past tense in the first part of the sentence.
1. They (eat) when their cousins arrived.
2. The moon (rise) when we went out into the garden.
3. The guests (say) good-bye when I saw them.
4. It (rain) when I met her.
5. They (leave) when we called for them.

I-

Assignment:
What is drama?
What are the elements of drama?
Read the story, My father goes to court
Reference:
Insights I pp. 98-100

Pronunciation
Intonation

Practicing

Stress

and

Aim: Improving pronunciation by focusing on the stress - timed nature of spoken English.
I-

II-

Objectives:
1. Focus on pronouncing each word correctly.
2. Pronounce in an unnatural manner.
3. Recognize ears sensitivity to the rhythmic quality of English.
Subject Matter:
Sentence Stress
Reference: English Grammar
http://about.com
Materials: Chart, textbook, Audio for listening

III-

Procedure:
A. Motivation:
Read the ff. words observe the proper stress.

The /-ed/ Sounds

/d/
described
listened
lived
reviewed
solved

/t/
pronounced
asked
helped
baked
washed

/Id/
reminded
ended
pointed
repeated
needed

B. Activities:
Reading and Pronouncing phrases observing the proper stress.
repaired and fenced
opened and locked
dusted and clothed
cooked and cleaned

volleyed and thundered

brushed and gargled
walked and talked
smiled and answered

C. Outline/Discussion:

Begin awareness raising activities by reading an example sentence aloud to the students
(for example: The boys didn't have time to finish their homework before the lesson began). Read
the sentence the first time pronouncing each word carefully. Read the sentence a second time in
natural speech.

Ask students which reading seemed more natural and why it seemed more natural.

Using the ideas students come up with, explain the idea of English being a "stress timed" language. If the students speak a syllabic language (such as Italian or Spanish), point out
the difference between their own native language and English (theirs being syllabic, English
stress - timed). Just this awareness raising can make a dramatic difference in such students
abilities.

Talk about the differences between stressed words and non-stressed words (i.e. principle
verbs are stressed, auxiliary verbs are not).

Write the following two sentences on the board:

The beautiful Mountain appeared transfixed in the distance.

He can come on Sundays as long as he doesn't have to do any homework in the

evening.

Underline the stressed words in both sentences. Ask students to try reading aloud. Point
out how each sentence seems to be approximately the same length in "stress - time".

Have students practice the first exercise in groups of two. By having students first read in
a unnatural way and then in a natural way, students become more aware of their own tendencies
to 'over-pronounce' each word.

Now that the students are comfortable with listening to the stress-timed nature of English,
raise their awareness about the rhythmic nature of English. Point out how important it is that they
use their ears to aid them with the following exercise.

IV-

Take this task to the next level by reading the following sentences aloud and have the
students repeat each sentence. Each sentence is read aloud three or more times with a pause
between each reading to allow students to repeat the sentence. Students should focus on imitating
what they hear.
Variety is the spice of life.
I'll have bought a new house by the time Jack finishes school!
PETA has been well known for its support by famous Hollywood actors and
actresses.
Why don't we catch a film tonight?
You'd be surprised at how many people find English almost impossible to
understand when spoken quickly.
A great way to improve listening skills is to listen to songs that you are very
familiar with and learn the words by heart.
My favorite magazine is called Wired. It focuses on cultural, business and
philosophical issues surrounding the information age and its instruments.
So, as I was telling John, we had been waiting for about an hour when Frank
finally showed up.
Sentences that use a number of words to express simple ideas are about as boring
as overcooked cabbage.
Janet silently turned the page.
Have students create their own sentences (about five or so). Ask them to pair up and
practice the previous exercise with each other. One student reads and repeats his/her sentences
while the other student repeats what he/she hears.
Enrichment Activities:
A.

The Music of English

English is a very rhythmic language because only certain, important words are accented. For this
reason, you should practice using your ear as much as possible.
B.

V-

Naturally Spoken English

Speak through the following sentences trying to carefully pronounce EVERY word. Notice
how unnatural this sounds. Next, focus on speaking the sentences stressing only content
words. Tape yourself doing this and you will be surprised at how quickly your
pronunciation improves!
By the time he receives this letter, I will have caught the train to Paris.
Following closely behind the herd was a group of filthy, disgusting vultures.
I'll make sure to give him a ring the next time I'm in town.
Not only are the exams required, but they are also absolutely imperative for your further
education.
Hey, have you seen the new film with Bruce Willis? You know, the one where he's
supposed to be a sensitive doctor.
Assignment:
1. Review past lesson
2. What is content and function words?
3. Prepare for a short quiz
Reference: English Grammar, Text pp. 68-69.

Posted 19th October 2010 by mahaliahscent

LESSON PLAN FOR ENGLISH IV

I. OBJECTIVES
1. Identify and give examples of Poetic Devices Imagery, Figures of Speech, Sound Devices.
2. Appreciate the message of the song entitled Colors of the Wind
II. SUBJECT MATTER
Topic: Poetic Devices: Imagery, Figures of Speech, Sound Devices
Reference: Handbook of Writing about Literature, English Expressways IV pg. 113
III. PROCEDURE
A. Daily Routine
1. prayer
2. greetings
3. checking of attendance/classroom
B. Warm-up/Motivation
PASS THE MESSAGE GAME
INSTRUCTION: First, ask the students to form a circle. Upon doing so, the first student will be given
a statement: HAVE YOU EVER HEARD THE WOLF CRY TO THE BLUE CORN MOON, which
he/she will pass to the rest of the group. And the last person should write the statement on the
board.
This activity is done to motivate the students and prepare them for their listening activity.
C. Presentation of the Lesson
1. Pre-listening
- Asks the students their idea about the statement that they passed during the activity and remind
them about the pointers on listening properly i.e., sit properly, concentrate on the audio and
discriminate the unnecessary sounds that they hear.
- Present the guide questions related with the recorded audio.
GUIDE QUESTIONS:
1. What is the message of the song?
2. What are the figurative expressions used?
3. To whom do you think was the song dedicated?
2. Listening Proper
- Play the audio or the song Colors of the Wind and monitor the students while they are listening.
3. Post-listening
-Discuss the Guide Questions by soliciting ideas from the students.

4. Elicitation
- Post the copy of the song on the board.
- Let the students identify the statements or phrases which they think are Poetic Devices specifically
Imagery, Figures of Speech & Sound Devices.
5. Lesson proper
Discuss the ff:
Definition & examples of Imagery, Figures of Speech & Sound Devices
D. Enrichment
Let the students think of more examples of Imagery, Figures of Speech & Sound devices used in
poetry.
IV. ASSIGNMENT
Read the selection entitled: Africa by David Diop and answer these questions:
1. Who is the author and what is his nationality?
2. What is the theme of the poem?

POETIC DEVICES

Alliteration - The repetition of initial consonant sounds.

Assonance - The repetition of vowel sounds.
Imagery - Words or phrases that appeal to any sense or any combination of senses.
Metaphor - A comparison between two objects with the intent of giving clearer meaning to one of
them. Often forms of the "to be" verb are used, such as "is" or "was", to make the comparison.

Meter - The recurrence of a pattern of stressed and unstressed syllables.

Onomatopoeia - The use of words which imitate sound.
Personification - A figure of speech which endows inanimate objects with human traits or
abilities.

Point-of-view - The author's point-of-view concentrates on the vantage point of the speaker, or
"teller", of the story or poem.

1st person: the speaker is a character in the story or poem and tells it from his/her
perspective (uses "I")
3rd person limited: the speaker is not part of the story, but tells about the other
characters but limits information about what one character sees and feels.
3rd person omniscient: the speaker is not part of the story, but is able to "know" and
describe what all characters are thinking.

Repetition - the repeating of words, phrases, lines, or stanzas.

Rhyme - The similarity of ending sounds existing between two words.
Rhyme scheme - The sequence in which the rhyme occurs. The first end sound is represented
as the letter "a", the second is "b", etc.

Simile - A comparison between two objects using a specific word or comparison such as "like",
"as", or "than".

Stanza - a grouping of two or more lines of a poem in terms of length, metrical form, or rhyme
scheme.