Unit 4
Surviving Wars and Facing New Global Conflict
Lesson 1
Literature Study : If You Forget Me
: Enjambment
Language and Grammar : Techniques Used in the Language of Persuasion
Worktext Pages : 364–371 429–431
Suggested No. of Days : Week 1 (4 meetings
: Enjambment
Language and Grammar : Techniques Used in the Language of Persuasion
Worktext Pages : 364–371 429–431
Suggested No. of Days : Week 1 (4 meetings
DESIRED RESULTS
Lesson Objectives
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DepEd Curriculum Standards
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ESSENTIAL QUESTIONS
• What is the theme of the poem? How do the elements used in the poem contribute to its theme? What is the significance of literature in every society in different parts of the world?
• How does the main idea of the poem mean another thing? How are political views expressed in literature?
What are the literary devices present in the poem prove it is not just a love poem?
• How can our knowledge of persuasive language help us become better consumers of goods and services?
RESOURCES
Technology-based resources
• online articles about Chile and Pablo Neruda
Materials
• English in Perspective 10 worktext
• thesaurus
• sample of a timeline
• sample of print ads
• computer with Internet connection
• art materials
• cartolina
LEARNING PLAN
Day 1
Literature Study
Prereading
During Reading
Ask one student to read the poem orally observing proper pronunciation and tones. Then direct the rest of the class to refer to and answer the guide questions in the text.
Post Reading
Day 2
Literature Study
Post Reading
Day 3
Language and Grammar
Presentation
Practice
Ascertain students’ understanding of the grammar concept by asking them to answer Grammar Practice 1,
2, and 3 on pages 430 and 431. Select one as oral activity. Allot time to check their answers.
Day 4
Language and Grammar
Presentation
• What is the theme of the poem? How do the elements used in the poem contribute to its theme? What is the significance of literature in every society in different parts of the world?
• How does the main idea of the poem mean another thing? How are political views expressed in literature?
What are the literary devices present in the poem prove it is not just a love poem?
• How can our knowledge of persuasive language help us become better consumers of goods and services?
RESOURCES
Technology-based resources
• online articles about Chile and Pablo Neruda
Materials
• English in Perspective 10 worktext
• thesaurus
• sample of a timeline
• sample of print ads
• computer with Internet connection
• art materials
• cartolina
LEARNING PLAN
Day 1
Literature Study
Prereading
- Introduce unit 4 to the class by asking the question: What are the challenges and difficulties that happen in other parts of the world? What are the global conflicts you have learned? Elicit answers from students.
- Refer to Pursue Literature on page 363 of the worktext and ask: “How did history change the landscape of world literature?” Discuss briefly students’ responses.
- Refer to the prereading activity “Knowing Chile” in Perceive Ideas on page 364. Say: “We are going to learn about a poet whose body of work became a significant contribution to his career as a diplomat and politician, and that earned him numerous prestigious awards, including the Nobel Prize for Literature in 1971. First, let us know where he came from. What do you know about Chile?”
- Check and discuss briefly students’ answers to Perceive Ideas activity.
- Let students practice their knowledge on synonyms by answering the vocabulary activity in Probe Word Meanings on pages 366 and 367. Ask one of the students to read aloud the directions. You may allow students to work in pairs. Allot time to check students’ answers.
- Introduce the selection by asking students about their favorite love poem. Ask him/her what he/she likes about the poem. Tell the class that the poem they will read is one of Pablo Neruda’s most famous poems. Refer to Peruse and Read on page 365 and ask one student to read aloud the background information about the poet.
- Prior to reading, ask the motive question: What kind of love is expressed in the poem?
During Reading
Ask one student to read the poem orally observing proper pronunciation and tones. Then direct the rest of the class to refer to and answer the guide questions in the text.
Post Reading
- Review the selection by soliciting students’ answer to the motive question. Briefly discuss their answers.
- Further check students’ comprehension of the poem by asking them the questions in Literature Activity 1 on page 368. Do this as oral activity.
Day 2
Literature Study
Post Reading
- Review the poem “If You Forget Me” by asking students to state the main idea of the poem. Let them reread the poem and analyze what literary device/s were used by the poet.
- Ask students to recall the literary devices learned from past lessons—repetition, irony, imagery, and metaphor. Then ask them to work on Literature Activity 2 on pages 368 and 369.
- Refer to Literary Point on pages 367 and 368 and discuss how enjambment creates a kind of suspense or strain to the readers of the poem. Explain the common features of enjambment and how the writer uses this literary device in his poem.
- Test students’ understanding of the literary concept by letting them do the activity in Literature Activity 3 on page 369. Call on students to share their answers in class.
- Point out Connections. Ask the students what they have learned about Pablo Neruda’s life in the library or in Internet sources. Some may present sample pictures and videos. Ask the question: How can we ascertain the reliability of the sources we find in print vis-à-vis on the Internet? Let class fill in the Venn diagram on page 370 and discuss their answers, thereafter.
- Refer to Perform Expressions on page 371. Ask the students to write a two-stanza poem expressing their feelings to a loved one. Tell them to use at least three enjambments in their composition. Then call for volunteers to read their works in class. Encourage the rest of the class to comment on the poems of their classmates.
- Conclude the literature lesson by asking students to reflect on the questions in Ponder Reflections on page 371.
Day 3
Language and Grammar
Presentation
- Bring to the class sample clippings of print ads that use different techniques in persuasion. Then let students take a look at these ads. Ask them what they have observed in the ads.
- Write the following words on the board and ask students to try to explain the meaning of each: obviously very change!
- Refer to Grammar Point on page 429 and discuss the different techniques used in the language of persuasion. Lead the class in reading and studying the discussion notes on pages 429 and 430.
Practice
Ascertain students’ understanding of the grammar concept by asking them to answer Grammar Practice 1,
2, and 3 on pages 430 and 431. Select one as oral activity. Allot time to check their answers.
Day 4
Language and Grammar
Presentation
- Review the lesson on different techniques in language of persuasion. Then ask students to do the activity in Participate in Interaction on page 431. Ask them to find a pair in doing the activity. Call on pairs to present their role-play before the class.
- Publish Works. Ask students to create a persuasive slogan for the listed products on page 431. Remind them to use persuasive techniques in their slogan. Let them do the activity in pairs or as a group.