Fernando Bill Chicote

Piasse Jone
Ronaldo Manuel Pereque

11/20

Didactics of Literature
( degree in Portuguese language teaching)

Rovuma University
Niassa Extension
2022
Tick (√) or cross (X) and justify Why (not)?

1.1. A full length novel (X)

1.2. ‘Easy Readers’ novel(√)

1.3. Short stories 2/3 sides A4(√)

1.4. Traditional stories – half side A4(√)

1.5. Orally told stories(√)

1.6. Poems(√)

1.7. Songs(√)

1.8. Improvised plays(X)

1.9. Written plays 2/3 sides(√)

1.10. Students own stories(√)

1.1. A full length novel (X): We think this point is not relevant to 12 grade student,
because they are unable to interpret a novel, normally the novel are very long, for this
reason a 12 grade students does not have this interpretation capacity. Sometimes, they can
start and get lost in the middle because the text is long, and this will make them lazy, tired
when reading the novel, and they’ll end up giving up reading.

1.8. Improvised plays(X): We choose this number like not, because it is very difficult to
teach, once again the student doesn’t know the play, so they not understand anything or is not
familiarly for them and shall become very tough.
Name of school: School Secondary Cristiano Paulo Taimo

Teacher’s name: Fernando Bill Chicote, Piasse Jone, Ronaldo Manuel Pereque,

Lesson focus: read literary texts.

Topic: declamation and interpreting the poem (miracles).

Lesson material: text, pen, pupil’notebook, blackboard.

Duration: 45’. Grade: 8th. Time: Morning. Room: 02. Date: 04 May 2022.

Learning objectives

After this lesson, students will be able to:

 Read the poem (miracle);

 Declaim the poem (miracle);
 Give their own interpretation to the poem.
Warm-Up (5’)
 Greeting, attendance and review of the past lesson.

 The teacher greets the students and the students respond.

Possible greetings: “good morning students? How are you”?

Possible answers: “we're fine, we don't know, sir”.

 Then, the students under the teacher's guidance pay attention to the calls.

« Boys pay attention to the call, Anna, Julio, Pedro…»

Possible answers: present, present, I am, I am…

 Then, the student under the teacher's guidance reviews the past lesson.

«Students, I ask for a volunteer to do the summary of the past lesson»

Possible answer: sir, last lesson we were speaking about elements of short story. And we said
that the elements of short story are: plot, character, conflict, theme, setting.
Pre-reading (20’)

 Then, the teacher records the topic on the board and guides the students to open the
notebooks and pass on the topic (declamation and interpreting the poem (miracles).

«Students, now open your English notebooks and pass the topic that is on the board»

 Then, the teacher orally tells the students that today we are going declaim and
interpretation the poem( Miracle)

 Teacher distributes texts for all them and asks the meaning of the following words:

“Strangers, fields, miracle, wade, woods”

 They say the meaning of the vocabulary words :

Possible answer:

A: teacher for me, wade is to walk through water.

B: strangers, meaning a person whom one does not know or with whom one is not
familiar

“If they don’t know teacher gives the meaning”

 After the teacher gives the meaning, he guides them to pay attention to the
teacher’s declaim, so that it is their turn not to fail. It’s to show you how to
declaim this poem and follow my footsteps.

“Teacher reading and the students following him”

 Then, teacher say to them to pay attention, because he will do declaiming loud.

“Teacher declaiming aloud so the students can follow and know to respect the
dots, accents, commas…”

 After the teacher declaims aloud, he guides students to declaim aloud as well.

Whole class: Why, who makes much of a miracle?

As to me I know of nothing else but miracles,

Whether I walk the streets of Manhattan,

Or dart my sight over the roofs of houses toward the sky,

Or wade with naked feet along the beach just in the edge of the water,

Or stand under trees in the woods….

Teacher guides them to declaim, in pairs, individual, alone, and so on.

In the ranks of the wallets:

Why, who makes much of a miracle?

As to me I know of nothing else but miracles,

Whether I walk the streets of Manhattan,

Or dart my sight over the roofs of houses toward the sky,

Or wade with naked feet along the beach just in the edge of the water,

Or stand under trees in the woods….

Individual declaim:

Why, who makes much of a miracle?

As to me I know of nothing else but miracles,

Whether I walk the streets of Manhattan,

Or dart my sight over the roofs of houses toward the sky,

Or wade with naked feet along the beach just in the edge of the water,

Or stand under trees in the woods….

When the students are declaiming, the teacher is correcting punctuation marks, accents,
commas, and the way they pronounce the words and corrects them.

While-reading (15’)

 After the teacher declaims aloud, guide students to declaim aloud as well, and
correct mistakes made. The teacher tells the students to read the poem silently
(interprets).

“Now, dear students, read the poem silently, then we will discuss the poem and
answer the following questions:

Possible questions:

What do you understand when we are talking about miracle?

What are man-made miracles mentioned in the poem?

Possible answer:

Student A: when we are talking about miracle, it is considered to be unexpected

or supernatural event.

Student B: the manmade miracles mentioned in the poem include the street of
Manhattan, Skyscrapers of New York, beaches, love gossips, sitting, around the
dining table, subway car riding.

“Very good students, that’s really what you brought up in relation to the interpretation”

 After the students do the silent reading and make their interpretation, the teacher
directs them to pay attention to the teacher’s interpretation.

“Class pay attention, really, the miracle is usual view oy miracle is that it seldom happens. It
is considered to be unexpected or supernatural event”.

Post-reading (5’)

 Teacher gives homework for the students to do in their home and teacher announces
the next topic or the next lesson.
“Class, today we were declaiming the poem: MIRACLES. Now a want, in the same text, in
your home you will go answer the following questions:

Possible questions:

What do the lines about Manhattan and subway car tell us about Whitman’s feeling for
people?

What are the images used in the poem?

Do you find any rhymes schemes in the poem?

What represent this poem for you?

«Class for next lesson, we will speak about elements of literature »

Miracles

Why, who makes much of a miracle?

As to me I know of nothing else but miracles

Whether I walk the streets of Manhattan

Or dart my sight over the roofs of houses toward the sky

Or wade with naked feet along the beach just in the edge of the water

Or stand under trees in the woods

Or talk by day with any one I love, or sleep in the bed at night with any one I love

Or sit at table at dinner with the rest

Or look at strangers opposite me riding in the car

Or watch honey-bees busy around the hive of a summer forenoon

Or animals feeding in the fields

Or birds, or the wonderfulness of insects in the air

Or the wonderfulness of the sundown, or of stars shining so quiet and bright

Or the exquisite delicate thin curve of the new moon in spring

These with the rest, one and all, are to me miracles

The whole referring, yet each distinct and in its place.

To me every hour of the light and dark is a miracle

Every cubic inch of space is a miracle

Every square yard of the surface of the earth is spread with the same

Every foot of the interior swarms with the same.

To me the sea is a continual miracle,

The fishes that swim the rocks the motion of the waves the

Ships with men in them,

What stranger miracles are there?