Thursday, July 12, 2018

Lesson Plan on Tone and Atmosphere of Poetry


NAME:                Niña Buena- Nichols
SUBJECT:            Literature
LEVEL:                 Secondary 2
DURATION:       1 period (35 minutes)
TIME FRAME:    Week 5, Term 1
Text:       About Literature 2
Skills:      Poetry
Topic:     Tone and Atmosphere
Resources:
-       graphic organizers                   -   rubrics for presentation
-       TB pg 12                                    -   Power Point Slides
-       KWL Worksheets                     -   Pictures that would elicit various            
                                                        emotions
Pre- requisite:
Blogging skill
Literary device such as visual imagery.
Lesson Objectives:
        By the end of the lesson, students will be able to:
        -elucidate what is the expressed tone by a literary piece.
        -explicate author’s intent, connection between two words and mood creation.
        -apply tone and atmosphere as literary technique to compose an original poem.


INSTRUCTIONAL PROCEDURES
PHASE

CONTENT
TEACHING STRATEGY
PURPOSE

Introduction







Context:

Give one, get one

Students are to understand how the meaning of a poem changes with tone and atmosphere.

Students are to pick a card with pictures and say the word ‘yes’ based on the feeling shown in the card.  
Select students to share how the different people change the meaning of the word ‘yes’. (TB pg 11)

Students ponder on the question, ‘How do you think the tone provides leads in understanding poem?’
Lead-in activity.

Activate schema for concept of tone or how a poem is read, provides very good leads in understanding poems.


Body













Poem:
Haiku by Basho; translated by Lucien Stryk
Selected students read aloud the poem.

Students are to discuss the following questions using Numbered Heads Cooperative Learning:

“What is the effect of combining ‘winter’ with ‘downpour’ in line 1?”

“Read the first line again, paying close attention to your pronunciation. How do the sounds add to the tone and image?”

“Why do you think the poet speaks of the monkey and not a human being?”

“Do you think the word ‘even’ is significant to the poem? Why?”

“How would you describe the tone of Basho’s Haiku?”

Analyse how tone and atmosphere affect the meaning of a poem.

Comprehend the importance of visual imagery in explicating the meaning of poem.


Thinking Skills
Explain the definition of tone and atmosphere
Analyse the use of imagery in a poem.


Individual Task
Thinking question: How does imagery help in conveying the meaning of a poem?

Form word association
Create mental images

Closure
Individual Task and Homework
Recap of lesson.
Reinforce lesson on the importance of tone and atmosphere in identifying the meaning of the poem.

Students are to compose an original haiku using tone and atmosphere as an effective literary device.
Students to recall and apply what they have learned.

Students can use the inspiration from the nature. Use literary devices such as visual imagery.

Students are to publish their haikus in a blog.



No comments: