Lesson Plan in Literature for Grade 7 Students I.

Objectives Students must be able to do the following at the end of the activities with at least 75% proficiency. Use polite expressions in a conversation. Deduce the meaning of a word from context. Interpret lines of a poem. Show teamwork. Read a poem in chorus. II. Subject Matter Ambahan Reference: Materials: Copy of the pre-assigned text, pictures, and rubric sheet. III. Procedure Day 1: A. Motivation: Teacher Activity Class, look at this woman on the board. Now lets pretend this girl is your crush and you want to court her. How will you, a Filipino gentleman, would pursuit an attractive woman like her? For example you chose to write a letter. What will you write in this letter? Student Activity Student 1: I will give her chocolates. Student 2: I will give her flowers. Student 3: I will write her a love letter.

Student 4: I will write that she is the most beautiful girl in the world. Student 5: I will write that I love her. Student 6: He is very handsome. Student 7: He has beautiful eyes. Student 8: I will say, yes he can court me.

Very nice answers, class. Now, look at this man on the board. Can you describe him for me? Thats right. Now lets pretend this man is your crush and he wants to court you. What will you, a Filipina, would tell him if he asks to court you? Okay, but dont you think you are too young to have a boyfriend? Who else would like to answer?

Student 9: I will tell him that my parents are strict. Student 10: I will write him a letter saying that I want to study first before boyfriend. Student 11: I will tell him I am too young to have a boyfriend. Student 12: I will tell him that if he loves me he will wait for me.

Yes that is also a good way to say it. But what if he wants writes a letter to you? How will you reply?

B. Presentation: Teacher: I asked you about courtship because we will tackle a poem entitled Ambahan which is one of the lyric poems used by the Mangyans to court a woman they like. But before we start, how many of you know what a poem is? Student 13: A poem is a composition written in verse. Student 14: A poem is an arrangement of words containing meaning. Student 15: A poem is a highly expressive, literary piece. Student: 16: A poem is a composition written with rhyme and meter. Teacher: Very good! All of your answers are correct. So a poem is highly expressive, written in verse, and arranged with rhyme and meter. There are many kinds of poetry. What kinds of poetry do you know? Student 17: Epic Student 18: Drama/Dramatic Student 19: Narrative Student 20: Elegy Student 21: Lyric Teacher: Yes all your answers are correct. We have the narrative, epic, dramatic, elegy and lyric poetry. So according to our book, the Ambahan is grouped under lyric poetry. Lyric, do you know or understand this word? Student 22: Pretty? Teacher: Yes poetry is pretty but what do you call the words found in a song? Student 23: Lyrics. Teacher: Very nice! So now lyric poetry would be Student 24: Lyric poetry is a poem with words. Teacher: Yes every poem is composed of words but what does the word lyric tell about this type of poem? Student 25: Lyric poetry is a poem that is meant to be sung. Teacher: Very well said! This type of poetry is meant to be sung. So the poem Ambahan is a Mangyan poem that men sing to court the woman they like.

Activity 1: Listening and then Unlocking of Difficulties Teacher: Student 26, please read the poem out loud. So class what do we do if someone is reading out loud in class? Student 27: We must listen quietly. Student 28: We must sit properly. Student 29: We must read with our eyes. (after the reading) Teacher: Okay class what are words that you did not understand in the poem?(Write the words they say) Student 30: Seize Student 31: Grasp Student 32: Manage Teacher: 1. Beyond - a word that means further than a certain place. It denotes a point that is past a certain point. Which is farther, Jollibee Sta. Ana or Pandayan? Pandayan is beyond Jollibee. 2. Bright - Radiating or reflecting light. The sun is bright. 3. Grasp A firm grip. I need to hold on tight to the bars so I wont fall. 4. Hills A mass of earth smaller than a mountain. Chocolate hills 5. Manage to have control over something. I need to manage my class and make sure they are behaved. 6. Plains Grassland, Field The rice field is an example of a plain. 7. Rays - any of the lines of light that appear to radiate from a bright object The sunrays are still seen in this cloudy day. 8. Rocks a large stone 9. Seize to take hold or possess The bank will soon seize this house. 10. Sight - something that is seen Sense of sight uses the eyes what do we do with our eyes?

Activity 2: Discussion Ambahan Hanunuo-Mangyan Poem Look! The moon so full and bright, shining in front of the house! How can you explain to me, that the rays are soft and cool? If a man like us he were, I would hold him by the hand! Seize the hair to keep him back! Grasp the clothes to make him stay! But how could I manage that! It is the moon in the sky! The full moon shining so bright, going down beyond the hills, disappearing from the plain, out of sight behind the rocks. Teacher: (after reading the first stanza) Do you still look up to the sky at night to see the moon? Students: Yes. Teacher: Differentiate the rays of the sun and moon. Student 33: The sun is brighter than the moon. Student 34: The sun is hot while the moon is cool. Teacher: Very well said. Now in this stanza what is being described? Student 35: The moon is described. Teacher: Great. Thats right. So lets go to the next stanza. (after reading) So in this stanza, who is being compared to the moon? Student 36: The moon was being compared to a man. Teacher: Yes, thats correct. Do you know what figure of speech was used in this stanza? Student 37: Metaphor

Teacher: Yes metaphor is one of the figures of speech but we are looking for the one that gives human traits to non living objects. Student 38: Simile Teacher: Well its good that you know that simile is one of the figures of speech but we need the one that gives a PERSONs traits to non living objects such as the moon or the table. Student 39: Personification. Teacher: Exactly! Very good, so in this stanza how was personification used? Student 40: The moon is compared to man. Teacher: Yes thats good. Anyone else wants to answer? Student 41: The moon is given human traits. Teacher: Yes very good. What are these human traits? Student 42: The moon was given a hand. Teacher: Yes. Another trait Student 43: It was given a hair. Teacher: Yes, it was given hair. Are there any more traits given to the moon? Student 44: The moon was described with clothes. Teacher: Very good everyone. (after reading the last stanza) This last stanza is talking about what? Students: The moon. Teacher: Right. What else? Does it talk about the location of the moon? Students: Yes Teacher: Can you read the part where it says the location of the moon? Student 45: It is the moon in the sky! Teacher: Yes very good. Is the moon going anywhere else?

Student: going down beyond the hills Teacher: Correct! Anywhere else? Student 46: out of sight behind the rocks. Teacher: Very nice! So now, Why do you think the speaker of the poem want the moon to stay? Student 46: Because the moon is cool. Teacher: Yes that can be the case. But remember, this poem is used to court a woman. What time of the day do you think the Mangyans court the woman they love? Student 47: Mam, at night. Teacher: So does this courtship have anything to do with the moon? Student 48: Yes. Because the moon is only seen at night. Teacher: Okay so if the moon at night then they court women during Student 49: The night. Teacher: So why do you think the man wants the moon to stay? Student 50: Because the man wants more time to court the woman. Teacher: Very good. Who can repeat what student 50 said? Student 1: The man wants the moon to stay because he needs more time to court the woman. Teacher: Very good. Activity 3: Grouping the students and introducing the rubric. Teacher: Each group must have a one whole sheet of paper. Then one of you will write the names of your members. Practice the choral reading of the poem together with your classmates then perform next meeting. Ask the students to pass the papers. Then explain the rubrics. (See rubrics) Assignment: Teacher: Answer the following vocabulary puzzle then pass this next meeting. This will be your assignment.

Day 2: A. Review: What is a poem? What are the different kinds of poems? What is Lyric Poetry? B. Activity 1: Checking of assignments Students will pass their assignments to the teacher. C. Evaluation: The students will perform the choral reading according to the rubric.