Demo Teaching Template ELT 509

Doc. Code: SLSU-QF-IN01

Revision: 00
Republic of the Philippines
SOUTHERN LEYTE STATE UNIVERSITY
Main Campus, Sogod, Southern Leyte

COURSE: ELT 509: TEACHING OF LITERATURE

First Semester, AY 2020-2021

Name of the Student: _____RENALYN B. LOGUE_____________________________________

Program: _______MAT-ENGLISH___________________________________________
Schedule of Presentation: ____________________________________________________________

LESSON PLAN FOR TEACHING DEMONSTRATION

TOPIC: Poems and Literary Devices

Language Focus: Read Poems and Tongue Twisters with fluency
Literature Focus: Poem with 4 or More Stanzas in Terms of Its
Elements; rhyme, sound devices, imagery and
figurative language

GRADE LEVEL: English 6

DURATION: 1 hour

RESOURCES NEEDED:
a. Poems
b. Tongue Twisters
c. PPT
d. Pictures

OBJECTIVES: In this learning session, the participants should be able to:

a. identifies the elements of the poem;
b. analyze poem with 4 or more stanzas in terms of its elements; rhyme,
sound devices, imagery and figurative language (EN6RC Ib. 6.1 to 6.4);
c. read poems and tongue twisters with fluency; and,
d. show appreciation of the beauty of nature.

REFERENCES: Joy in Learning English 5, Teachers Manual by Aurora

Zenaida Lourdes M. Caro.
Module in English 6 Quarter 1 Week 1

LESSON PROPER:

A. ACTIVITY (Activate Prior Knowledge): 10 minutes

1. Drill: Allow the students to recite a tongue twister.
1

Doc. Code: F-SLSU-QF-MR02

Revision: 01

Date: 16 November 2017

 2. Review:
In your previous lesson, you have already learned about the elements
used in writing a poem. Now, answer the activity on poetry elements
below. Directions: Choose from the box the poetry element being
described. Write your answers in your notebook.

metaphor stanza simile tercet rhyme

1. compares between two things using like or as

2. comparing two different things without the use of “like” nor “as”
3. a group of lines in a poem
4. words that end with the same sound
5. a stanza with three lines
2 . Motivation:
Ask: What do you do when you feel lonely? Think of an experience
that caused you sadness and who cheered you up during this
time of sadness.
B. ANALYSIS (Acquire New Knowledge): 30 minutes
Unlocking of Difficult Words:
Directions: Match column A to column B to find the meaning of the
difficult words in the poem.

A B

1. vales A. cheerful or lighthearted

2. jocund B. reflecting deep or serious thought
3. wander C. move aimlessly
4. pensive D. valley
5. solitude E. situation of being alone

Let the students find out what the speaker in this poem does.
Allow them to read the poem aloud with accuracy. I Wandered
Lonely as a Cloud (by William Wordsworth)
Let the Students answer the comprehension check-up:

1. Where do you think is the location of the speaker in the poem?

2. What was he doing?

3. What does he mean when he said “wandering lonely as a

cloud”?

4. What did he see around him?

5. How did he describe the daffodils? The cloud? What do you

notice with the ending sound of each line in the first stanza?

2 2014 Training of Trainers/Teachers

 Let us identify the rhyme pattern used and the rhyming
words:
I wandered lonely as a cloud (A)
That floats on high o’er vales and hills (B)
When all at once I saw a crowd, (A)
A host, of golden daffodils; (B)
Beside the lake, beneath the trees, (C)
Fluttering and dancing in the breeze. (C)

The rhyme pattern of the first stanza is ABABCC

Presentation:
The teacher will explain the following:
 Understanding Rhyme
 Understanding Sensory Images
 Understanding Sound Devices
 Types of Sound Devices
 Understanding Figurative Language

C. ABSTRACTION (Application): 10 minutes

The teacher will divide the class into three groups.

A. Directions: Copy the tongue twisters in your notebook then

underline the repeated same initial consonant sound.
1. Three thin thinkers thinking thick thoughtful thoughts
2. Round the rough and rugged rock, the ragged rascal rude
3. She sells seashells by the seashore
4. Which witch is which?
5. Betty Botter bought some butter
But she said, the butter’s bitter
If I put it in my batter, it will make my batter bitter
But a bit of better butter will make my batter better So ‘twas better Betty
Botter bought a bit of better butter

B. Recognizing Sensory Images

Directions: Write the letter of the phrase that does not appeal to same
sense as that of the phrase in bold print.

1. The grating of cartwheels on the pebbles

A. the murmuring haunt of flies B. the cracking of the fire
C. vast ridges of forest D. whooshing of the morning breeze
2. Gentle swaying of the reeds
A. Golden daffodils
B. the eternal note of sadness
C. Tiny human figures laboring in the distant fields
D. Curls of smoke rising lazily from farmhouse chimney
3. Wet grass between my toes
A. Dressed in rude and gaudy attire
B. Completely wet and icy
C. A grain of sand in the eye
D. frying heat of the sun
3 2014 Training of Trainers/Teachers
 4. Chocolate, ice cream and apple pie
A. Tang of salt spray B. many sweet thoughts
B. Ice cold mango juice D. refreshing sour grapes
5. Scent of cologne, jasmine and body spray
A. Pungent like old wine B. acrid fumes of burning wax
C. Guttural twang of the bull frog D. stench of a rotten garbage
C. Recognizing Figurative Language
Directions: Read each of the five sets of sentences that follow. For
each sentence in the set, write O if the sentence uses
ordinary language and F it uses figurative language. Write
your answers in your notebook.
Set-1 ___1. The wind howled like a wounded animal
___ 2. The wind blew hard and made noises.
___ 3. The wind was wounded animal, howling in the night.
Set -2 ___1. When night ends and daylight begins, people become active
again.
___ 2. The dawn of day is like a beginning of a play.
___ 3. The curtain of night lifted and we, the actors come on stage
once more.
Set -3 ___1. The grass formed a velvet cushion for her head.
___2. The grass felt like velvet when she put her head down.
___3. She put her on the grass.

The teacher will check the work of each group.

Generalization: Aside from sound device and figurative language, what are
elements that add beauty and creativity to poems?

Activity:
Direction: Read the poem.
I Am Proud To Be A Filipino
Toribia Maňo
I am a Filipino. I came from islands rippled with sun
Where days are green fires and nights are warm
With moon and stars.
Girdling in my loins is blood rich as milk
For I was born of sultans, rajahs, kings,
Soldiers, heroes who fought to sing
The poetry of freedom.
My house is my land Virgin, brown, wombed out of loam, volcanic rock and
shells,
Carpeted with rice, corn, coconut, cane, trees
That rise as temples to grapple winds
Rains, mighty rivers furrowing the earth.
Where I walk, my shadow is a marriage of flags.
Malay, Chinese, Spanish, American, Japanese
While in my bones sleep quietly as a bride
Vanquished desires of conquerors who dreamt the empires,
Gold, trade and spice. Though a paly breed
4 2014 Training of Trainers/Teachers
 I stand with the ancients for my love and loyalty
Are as fish to the sea.
I am proud of my Brownness,
My duty and destiny are thirty-million brown men
Planting rice, husky coconut, throwing nets far into the Pacific
Hacking mountains of iron, coal, chrome, manganese and timber
To live. We are one and the same. A moving, restless caravan
Of dark brown skins building a holy heritage of democracy
Piece by piece with our dreams, sweat and death
As a bird builds patiently twig by twig
The warm, brown circle of its nest. I am a Filipino.
I believe in the goodness and the bounty of God,
I believe in the grandeur of charity and peace as a cure for the ills of man
For I am a Christian who looks upon all men
As brothers whose task it is to love. I believe in my people and the
deathlessness of my flag
For its every color is a history of courage, sacrifice, death Against injustice,
tyranny, oppression and hate.
I believe in my people as noble keepers of the faith: That all men are equal;
that all men are free.
I believe with verdant and sprawling mountains, hills, valleys, plains,
Lakes, waterfalls, rivers, sunsets, beaches
And a generous sea. Alive, sovereign, wondrously happy in work and
Abundant with Hope for my people. I am proud to be a Filipino.

Directions: Before we proceed with analyzing the poem, let us read

more words.

rippled girdling soldiers fought poetry

wombled volcanic carpeted grapple marriage
vanquished conquerors ancients brownness hacking
heritage grandeur deathlessness oppression patiently
keepers sprawling verdant generous sovereign
wondrously history courage sacrifice abundant

5 2014 Training of Trainers/Teachers

 Directions: Let’s see how well you understand the poem. Choose the
phrase that completes the sentence. Write your answer in your
notebook.
1. The poem is mainly about_______.
A. Pride in being a Filipino B. Equality of all Filipinos
C. Characteristics of a Filipino D. Love of Filipinos
2. The writer says that the Filipino is _______.
A. A victim of injustice B. Of noble origin
C. Basically generous D. Hardworking people
3. The Filipino is by nature_______.
A. Poor but brave and religious
B. Peace-loving but proud and ambitious
C. Charitable, hardworking and freedom-loving
D. Lovers of nature
4. The value that the poem aims to develop in the reader is ____
A. Industry B. Obedience
C. Nationalism D. Fanaticism

D. APPLICATION (Assessment): 10 minutes

Students are tested to see how much they have learned and determined if
there are gaps in understanding.

D.1 Assessment
Directions: Analyze each statement carefully. Write the letter of your answer.
1. The flash of lightning ran after the man who is walking alone in the open
field. What is being personified in the statement?
A. flash B. lightning C. man D. walking

2. I like to see the flowers smile at me every morning. Which human

quality is given to the flowers?
A. like B. see C. smile D. morning
3. “Peter Piper picked a peck of pickled peppers” is an example of:
A. alliteration B. consonance C. onomatopoeia D. assonance
“How they tinkle, tinkle, tinkle
In the icy air of night
While the stars that over sprinkle
All the heavens seem to twinkle
With crystalline delight”
4. The underlined words are examples of:
A. assonance B. alliteration C. onomatopoeia D. consonance

I think that I shall never see

A poem lovely as a tree
A tree whose hungry mouth is pressed
Against the earth’s sweet flowing breast.

6 2014 Training of Trainers/Teachers

 5. The things that are being compared in the above lines are:
A. Tree and mouth B. Tree and breast
C. Poem and tree D. Earth and breast

D.2 Assignment
Ask your parent or siblings the poem that they couldn’t forget.
Memorize it and recite it in class.

7 2014 Training of Trainers/Teachers