Philippine Normal University National Center for Teacher Education College of Languages, Linguistics and Literature Department of English

A Semi-Detailed Lesson Plan in Literature Year Level: First Year High School
Subject Matter: God said, I Made a Man by Jose Garcia Villa

Presented by: Maria Elena A. Gayamo IV-13 BSE English School: Las Pias East National High School Cooperating Teacher: Ms. Mae Christine S. Diana Department Head: Mrs. Noralyn T. Lava School Principal: Ms. Phondora S. Capistrano College Supervisor: Prof. Acua

Date: January 10, 2011

I. Objectives At the end of the lesson, the students should be able to:

Identify the images and sense impressions used in conveying the message of the poem, Show understanding of the theme through making a poster, and Discover Philippine Literature as a means of having a better understanding of man

II. Subject Matter A. Topic / Content God said, I made a man by Jose Garcia Villa B. References English Communication Arts and Skills I. pages 405-406 http://answers.yahoo.com/question/index?qid=20081015001434AA73Vyc http://philippinetambayan.com/2008/09/01/god-said-i-made-a-man/ http://teacherweb.com/ME/JALeonardMiddleSchoolOldTown/Ecologywebquest/html C. Instructional Materials Costume and props for the author interview (Jose Garcia Villa), Gods Seven-day Creation and Theory of Evolution poster, copy of the reading text, poster-making rubric III. Procedure A. Routine B. Pre-reading 1. Unlocking of difficult terms Students give the definition of the following idiomatic expressions (underlined phrases) derived from the poem: a. Man, with the help of science, has taken chances to have the measure of Gods existence. b. The man, uncomfortable with his wifes unreasonable jealousy exclaimed, I am sick and tired of these argumentations. Hold your peace even for two minutes! 2. Author Interview One student pretends to be Jose Garcia Villa, and answers a two-question interview with the teacher. a. Could you give some highlights on your writing career?

b. What was your inspiration in writing the poem, God said, I Made a Man? Students may also raise further questions to the author after the brief interview. 3. Making interpretations: Science and Faith The teacher presents a poster depicting Gods Seven-day Creation and Charles Darwins Theory of Evolution. Students note of the images used in the posters in giving their individual interpretations. Gods Seven-day Creation

Darwins Theory of Evolution

C. While Reading Poetry Aloud with Comprehension Questions Teacher reads the poem twice, and students look for the answers for the following questions. a. Who is the person talking in the poem? b. What does he/she talk about? c. But so bright he, (line 3) In the third line, God describes His creation being so bright. Does bright refer to literal meaning or does it connote a figurative meaning? Then so, how would you picture the man? d. What images do lines 8 and 9 evoke in your mind? e. What do these images reflect about the man? Would you consider it as a sign of rebelliousness to his Creator? f. What was Gods reaction to the behavior of the man of gold?

g. Base on the images used, what is the message (theme) of the poem? D. Post Reading

1. Valuing a. In what ways does man turn against his Creator? b. Relate the story of Adam and Eve to the poems theme: Mans rebellious nature can be concealed through a noble quest for wisdom. 2. Discussion Images and Sensory Impressions Elements used in poems in order to rouse one or all of the five senses Poster Visual (seeing) Auditory (hearing) Olfactory (smelling) Gustatory (tasting) Tactile (touching)

A poster is any piece of printed paper designed to be attached to a wall or vertical surface. Typically posters include both textual and graphic elements, although a poster may be either wholly graphical or wholly text. Posters are designed to be both eye-catching and informative. Posters may be used for many purposes. They are a frequent tool of advertisers (particularly of events, musicians and films), propagandists, protestors and other groups trying to communicate a message. Posters are colorful and inspiring works of art that draw student's attention to the subject being taught. Posters don't have to be just wall decoration. Posters can be used to highlight vocabulary being taught, visually organize student's work or be turned into learning games that help to teach and reinforce skills being taught in the classroom. The art of poster design requires, above all, a very clear expression of the idea or product being advanced. It must be visible at a distance and comprehended in one glance, so that lines are generally simple and colors few and bold. Lettering is kept at a minimum.

IV. Evaluation Making a Poster Form eight groups. Elect a leader, who will monitor each members contribution to the group. Decide on who will draw, color and make finishing touches to your groups poster.

Be guided by the assessment rubric for evaluating a poster as you prepare for your task output. Present your poster to the class.

V. Agreement Think of your personal encounter with God. Have you tried testing Him (for example, blaming God for the mishaps in your life)? What was His answer to you? Recount your experience on a crosswise.

Appendix

GOD SAID, "I MADE A MAN By Jose Garcia Villa God said, "I made a man Out of clayBut so bright he, he spun Himself to brightest Day Till he was all shining gold, And oh, He was handsome to behold! But in his hands held he a bow Aimed at me who created Him. And I said, Wouldst murder me Who am thy Fountainhead! Then spoke he the man of gold: I will not Murder thee! I do but Measure thee. Hold Thy peace!' And this I did. But I was curious Of this so regal head. 'Give thy name!' 'Sir! Genius.'"

Poster-Making Rubric

Group Number: _____

Date: _______________

CATEGORY Required Elements

Labels

4 The poster includes all required elements as well as additional information. All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. All graphics are related to the topic and make it easier to understand. The poster is exceptionally attractive in terms of design, layout, and neatness.

3 All required elements are included on the poster. Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. All graphics are related to the topic and most make it easier to understand. The poster is attractive in terms of design, layout and neatness.

2 All but 1 of the required elements is included on the poster. Many items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. All graphics relate to the topic. The poster is acceptably attractive though it may be a bit messy.

1 Several required elements were missing.

Labels are too small to view OR no important items were labeled.

Graphics Relevance

Graphics do not relate to the topic. The poster is distractingly messy or very poorly designed. It is not attractive.

Attractiveness

TOTAL: ___ / 20

M. A. Gayamo adapted from http://teacherweb.com/ME/JALeonardMiddleSchoolOldTown/Ecologywebquest/page3.htm