Unit 4
Surviving Wars and Facing New Global Conflict
Lesson 3
Literature Study : (Excerpts from) The House on Mango Street
: Novella
Language and Grammar : The Language of Campaign
Learning Strategy : Reading Techniques Worktext Pages : 391–396; 439–441; 456–457
Suggested No. of Days : Week 4 (4 meetings)
: Novella
Language and Grammar : The Language of Campaign
Learning Strategy : Reading Techniques Worktext Pages : 391–396; 439–441; 456–457
Suggested No. of Days : Week 4 (4 meetings)
DESIRED RESULTS
Lesson Objectives
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DepEd Curriculum Standards
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ESSENTIAL QUESTIONS
• How did the modern world affect the writings of the modern man?
• What is the importance of knowing the different fallacies in the language of persuasive texts?
RESOURCES
Technology-based resources
• http://www.erasures.wavepoetry.com
Materials
• English in Perspective 10 worktext
• dictionary / thesaurus
• examples of concrete poetry
• art materials
• magazines
• newspaper
LEARNING PLAN
Day 1
Literature Study
Prereading
During Reading
Say: “The Emperor’s New Sonnet” is a blank poem. Ask a student to read the title and observe the class’ reactions.
Post Reading
Day 2
Literature Study
Post Reading
Day 3
Language and Grammar
Presentation
Practice
Day 4
Language and Grammar
Performance
• How did the modern world affect the writings of the modern man?
• What is the importance of knowing the different fallacies in the language of persuasive texts?
RESOURCES
Technology-based resources
• http://www.erasures.wavepoetry.com
Materials
• English in Perspective 10 worktext
• dictionary / thesaurus
• examples of concrete poetry
• art materials
• magazines
• newspaper
LEARNING PLAN
Day 1
Literature Study
Prereading
- Engage the class in a prereading activity in Perceive Ideas on page 387 of the worktext. Ask: “What do you remember about sonnets?” Elicit answers from students and write on the board all the right answers.
- Lead students in reading the background note in Peruse and Read on page 387. Mention that Jose Garcia Villa was a famous poet not only in the Philippines but also in the United States during his time. He was admired by other poets like E.E. Cummings.
- Prior to reading ask the motive question: What is the message of Jose Garcia Villa’s poem?
During Reading
Say: “The Emperor’s New Sonnet” is a blank poem. Ask a student to read the title and observe the class’ reactions.
Post Reading
- Ask students what they thought of the poem. Then lead them in answering the questions in Literature Activity 1 on page 388. Discuss their responses.
- Refer to Probe Word Meanings on page 388. Ask students to write as many meanings as they can for the words emperor and sonnet.
- After the vocabulary activity, lead the class in studying and reading the notes in Literary Point on page 388. Discuss and explain to them what concrete poetry is. Show examples of concrete poetry.
- Say to them that concrete poetry is also called visual poetry and as time passed, other experimentations in visual poetry emerged. There is the erasure poetry, shape poetry, picture poetry, and other typographical innovations.
- Say: “The Emperor’s New Sonnet” is an example of a visual poetry because of the absence of words in the poem. We can only see a blank space and the image of the emperor from the title.”
- Have the students answer Literature Activity 2 and 3 on pages 388 and 389. Prior to doing Literature Activity 3, recall to the class Hans Christian Andersen’s “The Emperor’s New Clothes.” Lead the discussion of their answers.
- Refer to Point Out Connections on page 389. Ask the class to create their own erasure poem. Discuss to them what erasure poem is. As guide, you may refer students to www.erasures.wavepoetry.com. Assign this activity as homework.
Day 2
Literature Study
Post Reading
- Recall to students what concrete poetry is. Let them share their knowledge by citing the key features of this type of poetry.
- Point Out Connections. Ask the students to bring out their assigned erasure poem. Call on volunteers to present their work before the class.
- Challenge students’ knowledge in poem composition by asking them to write their own concrete poetry. Remind them that their work should be visually stimulating and thought provoking. Refer to Perform expressions on page 390 for this exercise.
- Conclude the literature lesson by asking the essential question: How did the modern world affect the writings of the modern man? Elicit answers from the students.
Day 3
Language and Grammar
Presentation
- Recall to students the lessons about the different techniques in the language of persuasion. Test their knowledge about the concept by asking volunteers to write these on the board.
- Lead the class in reading and studying of the discussion notes in Grammar Point on pages 435 and 436. Discuss and explain to them the six linguistic fallacies: equivocation, amphiboly, accent, composition, division, and ambiguities. Support the discussion by presenting examples of each.
Practice
- Let students answer Grammar Practice 1 and 2 on pages 436 and 437, respectively. You may choose one activity to serve as oral exercise.
- Let students do Grammar Practice 3 on page 437 as a group. Have them create an advertisement using one or a combination of linguistic fallacies other students to join a school organization. Have each group present their advertisement before the class.
Day 4
Language and Grammar
Performance
- Participate in Interactions. Review the six linguistic fallacies to the class. Call on students to share their knowledge about the concept. Then let them work in groups of four to discuss the significance of fallacies on persuasive text, and let them fill in the chart on page 438.
- Give the activity in Publish Works on page 438 as homework. Let them choose a topic from the list and have them construct a persuasive paragraph using fallacies.
- Ask the students to summarize their learning about fallacies in the language of persuasive texts by answering the essential question: What is the significance of the language of fallacies in persuasive texts?