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Gov. Ferrer Memorial National High School Gen.

Trias, Cavite

Lesson Plan in English II


Topic: Understanding Symbolism Through Discovery by Toyohiko Kagawa

Submitted by: Ms. Sheryl April H. Iglesias Teacher Applicant

05 August 2013

I.

Objectives: At the end of a 60-minute lesson, 80% of the students should be able to achieve the following with at least 80% level of success: A. define symbolism; B. identify the symbols used in the poem; C. interpret the poem through oral recitation; and D. construct and present a poem that contains symbolism. Subject Matter Topic: Understanding Symbolism through Discovery by Toyohiko Kagawa Reference: Retrieved from http://tracender02.deviantart.com/art/Discovery-byToyohiko-Kagawa-147497570 Values Focus: Appreciating Ones Idea and Self Discovery Skill Focus: Comprehension Skills Materials: a cartolina on which the poem is written, storybook, and manila paper and markers for the activity

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III.

Procedures A. Motivation The teacher will show the students pictures or drawings invented by famous technological titans. As the teacher shows the picture of the inventor the students will match the picture of the invention. After matching, the teacher will ask the students the following: 1. What do you think were the reasons of these famous inventors in inventing these things? 2. Should we thank them for these inventions? B. Development of the Lesson The teacher will introduce the poet. Then the poem will be read by the students all together. After reading the short poem, the teacher will ask the following: 1. What did the poet discover? 2. What does the poet want to imply? 3. What is the difference between the discovery of the inventor and the discovery of the poet? 4. Does anyone know what symbolism means? *Symbolism is something you can see that has taken in meaning beyond what the object actually is. A symbol is something that represents something else. It can be a material object or a written sign used to represent something invisible. 5. What examples of symbolism can you identify in the poem?

6. Why do you think the poet wrote these words in capital letters? What does capitalization symbolize? 7. Why do you think some people use symbolism rather than saying it explicitly? 8. How is imagery different for symbolism? C. Enrichment Activity The teacher will group the students into four. In ten minutes, the students will randomly select their topic about love, happiness, freedom, or death then they will compose a one-stanza poem. Each group has the choice on how they want to present their poem either by dancing, singing, drawing, or choric speech. IV. Evaluation Read the poem carefully, then answer the questions after it. There is No Frigate like a Book Emily Dickinson There is no frigate like a book To take us lands away, Nor any coursers like a page Of prancing poetry. This traverse may the poorest take Without oppress of toll; How frugal is the chariot That bears a human soul! A. Match the symbols in Column A with their meanings in Column 1. 2. 3. 4. 5. A. lands frugal chariot frigate traverse B. a. book of poetry b. ship c. economical d. faraway places e. adventure

B. Write a brief explanation or interpretation of the poem. (5 points)

V.

Assignment Choose a part of a song or a poem that contains symbolism then interpret it in your own words.

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