Date : 10 January 2010

Time : 10.00a.m – 11.20 am (80 minutes)

Enrolment : 36 students

Proficiency : High Intermediate

Previous Knowledge : Students have the poem ‘I am’ before.

Topic : Poem (“I am”- John Clare)

Main Skill : Writing

Integrated Skill : Reading, Listening, and Speaking

Literary Device : Tone and Mood

Objective : By reading this poem, students should be able to enjoy reading

literary works especially this poem

Specific Objective: By reading this poem, students will be able to understand the
persona’s point of view in ‘I am’

Behavioral Objectives: By the end of the lesson students should be able to:

1. Write a personal response to the poem with proper justifications in at least 5 sentences
2. Justify answers for both questions on tone and mood of the persona in the poem.
Lesson Teacher’s Activity Student’s Activity Teaching Aids Rationale
Stages
1. Teacher attaches 2 Manila Card This
Induction manila cards on White board activity is
(3 minutes) whiteboard where to teach the
there is a sentence tone and
written on each of mood of the
them (Refer to poem
Appendix 1)

2. Teacher asks the 1. Students

students how they share how
feel when they they feel
read the sentences. with the
 How do teacher
you feel  I feel sad
when you readier these
read these sentences.
sentences?  These
 What sentences
comes to sound very
your mind pessimistic
when you
read these
sentences?
 LCD,
Project This
Pre 1. Teacher uses the 1. Students tell or activity is
(5minutes) sentences to teach how it the teaching
tone and mood. sounds. For part in the
For example, she example; lesson.
picks the phrase  When
‘I’m crazy’ and teacher says
says it with it with low
different mood and pitch and
tone. She asks the with a sad
students how it mood,
sounds. students say
that it sound
as though
the person is
sad
This video
tune in the
2. Teacher shows a 2. Students students’
video to the watch the mood into
students(Refer to video learning
appendix 2) this poem.

3. Teacher 3. Students Brainstormi

brainstorms the give their ng session
students on what answers is necessary
they understand by  I feel to see how
watching the poem sympathy far students
 How do you feel for this understand
when you watch person. He is the video.
this video? ignored by Teacher
 What do you his friends adds up if
understand by  It seems that necessary
watching this the person is
video lonely and
he sounds
suicidal
While 1. Teacher instructs 1. Students get into their
teaching the students to get group
(50minutes) into their
respective group.

2. Teacher gives a 2. Students receive the

stanza of the stanza
poem to every
group. There are
3 stanzas. Two
groups get same
stanzas since
there are 6
groups(Refer to
Appendix 3)
 Group 1- Stanza 1
 Group 2- Stanza 1
 Group 3- Stanza 2 3. Students in group This
 Group 4- Stanza 2 answer the questions activity is
 Group 5- Stanza 3 to assess
 Group 6- Stanza 3  In the first the
stanza, the tone students’
3. Teacher gives the of the persona is understan
instructions. Each low and he is in ding on
group needs to a sad mood what the
work with 2  In this stanza, teacher
questions below the persona is taught in
the stanza trying to tell the pre
that his fiends stage. The
ignore him first
 Question 1 –
 In the second question
What is the tone
stanza, the tone assesses
and mood of the
of the persona is them
persona in this
somber and he directly
stanza
depressed. He on tone
 Question 2- What
feels desolated. and mood
is the persona
This represents and
trying to tell in
his mood. second
this stanza
 He tells us that question
even the person helps the
he loves the students
most ignores to see the
him stanza
 In the third from the
stanza, the persona’s
 persona sounds point of
suicidal view
 He says that he
wants to live
peacefully and
get back to the
Creator.

4. Teacher asks each

group to present
their work. 4. Students present their
work

5. Each group
should justify the
answers they 5. Students justify their
have with the answers
lines from the
poem

6. Other groups
evaluate their 6. Other groups give their
justification and feedbacks
give feedbacks  Group presents the
points clearly and
their arguments are
justified because the
arguments are
supported with line
from the poem. For
example, they said
in third stanza, the
persona sounds
suicidal. Their
justification is in
that stanza he says
 that he wants to get
back to his creator
which actually
suggests that he
wants to die.

7. Teacher then asks

Group 1,2, and 3
to assume that 7. Each group writes the
they are the letter or diary as they
persona and write are assigned
a diary based on
his experience
while group 4,5,
and 6 pretend that
they are his best
friend and write a
letter to the
persona
responding to this
poem(Example of
a diary and letter,
refer to Appendix
4)
Post teaching 1. Teacher asks the 1. Students write the
(7 minutes) students to write a reflection and This activity
reflection on the share with the helps the
lesson of the day class teacher to see
and pick students  In this lesson, I how far the
at random to learn that there lesson gives an
share their some people who impact on the
reflection with are like the students. Apart
the class persona in ‘I am’ from learning,
poem suffering she want to
out there. So, as a confirm that the
good human I lesson has
should offer them instilled some
my ears to listen good values and
to them and help generated
them to some out realization
from their among the
loneliness students

Closure Teacher recalls the on the

( 5 minutes) importance of tone and
mood in poem and how
they affect the poem
Appendices

Appendix 1

Two Sentences (For Pre Stage)

1. My friends ignore me.

2. My lover’s father rejects me and people say that I am crazy.

Appendix 2

Video

Appendix 3

(Poem)

Stanza 1

I am: yet what I am none cares or knows,

My friends forsake me like a memory lost;

I am the self –consumer of my woes,

They rise and vanish in oblivious host,

And yet I am, and live with shadow tost

Stanza 2

Into the nothingness of scorn and noise,

Into the living sea of waking dreams,

Where there is neither sense of life nor joys,

But the vast shipwreck of my life’s esteems;

And e’een the dearest --- that I loved the best---

Are strange—nay, rather stranger than the rest.

Stanza 3

I long for scenes where man has never trod,

A place where woman never smiled or wept;

There to abide with my Creator, God,

And sleep as I in childhood sweetly slept:

Untroubling and untroubled where I lie,

The grass below --- above the vaulted sky.

Appendix 4

Example of a diary.

Dear diary,

I feel so lonely. My friends ignore me. Even the person I love the most ignores me. I hate this
world. I hate this life. I do not want to live her anymore more. I want to go off. I want to go away
from this cruel world. I want to go back to the creator and live peacefully.

Example of a letter

Dear John,

Do not come to a conclusion that everyone ignores you. I am here for you John. I am your best
friend. Please feel free to talk to me. I am here to listen to all of your problems. I have been here
always but you did not realize it. Sorrows and triumphs in life are common. We should swim
against it. No worried. Life still has its beautiful moments for you. Take care

Your best friend