Course Title Objective

Literature 2 (Literatures of the World) To enable students explore, interpret and appreciate Ben Jonsons poem, Song, to Celia. Metaphor Three Hours

Literary Focus Time Frame Parts Preliminaries

Schema Activation Local girl found slain by rejected lover (News Article) Aide Memoire Alternatives

Word Game: Semantically Related Networks Link It!

Interaction Reading Comprehension Check Literary Focus

Hook Up Art Gallery

Constructivist Folio The Poem Key Answers

Preliminaries
A. Schema Activation Learning Aims:

Provide rational and accurate responses to specific questions after reading and analyzing a news article. Verbally communicate thoughts and opinions without constraint. Define a word by arranging its jumbled meaning. Relate a news article being read with prior knowledge.

Hello! I am Shrek and I am Princess Fiona! Yes, we are actually a couple and we love each other very much, even though the world is against us! Obviously, we are ogres and everybody hates and fears us, but whatever circumstances there may be, we really dont care because we have each other. Thats enough for us to live life with a happy heart. We guess, its the magic of love that keeps our relationship strong and stronger.

Indeed, love is so powerful. It can turn frowns into smiles. It can help mend the most broken heart. It can even turn all the ugliness in the world into the most beautiful portrait we could ever have the pleasure to behold. But, do you know that love can also be the root of unbearable depressions, hysterical obsessions, and worst, tragic death? Yes, love can also be fatal if not handled with self-control.

Absolutely! There are people who cannot contain their love for a person and burst their feelings out with obsession and possessiveness. What will you do if you are committed with this kind of lover? Are you going to cut off your relationship or are you going to let your self get used to it? Or, what if you have

an admirer who is ready to do and give anything that you wish for? Will you resign to his/her offers and accept the love he/she is willing to dole out? Well, to clear the cobwebs in your mind, and make sensible answers for those questions, let us read the following news article. Relax and enjoy reading! Local girl found slain by rejected lover (News Article) Miss Porphyria Blank, 21, daughter of Mr. And Mrs. R. J. Blank of Barton Park, was found strangled this morning in the cottage owned by John Doe, 25, who was apprehended on the scene of the crime by officers Bailey and Hodge. Doe was found holding the body in his arms and appeared to be in a stupor, his only reply to repeated questioning being, I killed her because I loved her. According to members of the Blank family, Doe had paid attention to Ms. Blank for the last several moths, though it was strenuously denied that his regard for Ms. Blank was returned. Ms. Blanks engagement to Mr. Roger Weston was announced last month. Mr. Weston could not be reached for a statement. Mrs. Blank was prostrated by the news of her daughters death. The slain girl disappeared last evening at approximately eleven oclock from a dinner party given at her parents home in honor of the approaching wedding. The family became alarmed when it was discovered that she was not in her room and instituted a search for her about midnight. The police who were promptly notified, in the course of their search knocked at Mr. Does cottage, a building some quarter of a mile form the Blank estate, at five in the morning. Receiving no answer, they forced the door and discovered Doe sitting with the dead girl in his lap. She had apparently been strangled; Dr. A. P. Reynolds, Autopsy Surgeon for the country, state that, from the condition of the body, death must have occurred at about midnight. Doe, who has been charged of murder, could give no coherent account of what happened.

Are you done? What are your reflections and realizations after reading the news article? Well, let me assess how much thinking and analyzing have you done. Answer the questions below.

Brief Discussion

1. Who are the convict and the victim in the homicide case? Characterize them. 2. How would you describe the love of Mr. Doe towards Ms. Blank? 3. Why do you think Mr. Doe was able to pursue the murder even though he claimed his great love for Ms. Blank? Aide Memoire

Effective teachers who are competent are able to adjust their plans to match the changing interest and needs of their learners as well as their students varied thinking levels. Some students may need special attention from you. Always be ready for scaffolds. Take time for wait-time. If you want, you can perform the alternatives below for your other sets of students!

Alternatives The teacher may ask the students to read the above text. However, the teacher may choose from other options below depending on the availability of materials and other important settings for this phase, or he/she may think other possibilities. 1. Viewing video clips from famous movies or plays (both international and local) showing obsession, great love and other related topics. 2. Listening to and singing the musical version of the poem, Song, to Celia by Ben Jonson. 3. Oral interpretation of the following love quotes by famous poets, novelists and playwrights: Lolita, light of my life, fire of my loins. My sin, my Soul. Vladimir Nabokov (1899 - 1977) Don't you think I was made for you? I feel like you had me orderedand I was delivered to youto be wornI want you to wear me, like a watchcharm or a button hole bouquetto the world. Zelda Fitzgerald (1900 - 1948) A woman's face, with Nature's own hand painted, Hast thou, the Master Mistress of my passion. William Shakespeare (1564 - 1616)

A mighty pain to love it is, And 't is a pain that pain to miss; But of all pains, the greatest pain It is to love, but love in vain. Abraham Cowley (1618 - 1667) Billy had drunk himself to death. He had, at some point, ripped apart, plowed through, as alcoholics tend to do, the great, deep, tightly woven fabric of affection that was some part of the emotional life, the life of love, of everyone in the room. Alice McDermott Personal Design ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ _________________________________________________

B. Word Game: Semantically Related Networks

While reading the poem that we assigned you to read, you may have encountered difficult words. To help you understand them, let us play Semantically Related Networks! Sounds difficult? Of course not! Its an easy and a fun word game. In here, you have to choose from the box, words which if arranged would give the appropriate and correct meaning of the difficult term enclosed in a triangle. Write your chosen words on the ovals and arrange them properly on the space provided. You can use context clues from the given example sentence. Here is how you do it.

a piece a wish a presentation

of music of masterpiece of art

for painting for singing for acting

a piece

of music

SONG

for singing

= a piece of music for singing The famous composer wrote a song for his favorite actress. Task 2 Form a triad then study the difficult terms in the triangle which also appeared in the poem you read. Were you able to form a triad now? Very nice! Use the sentence clue below each item to better understand the difficult term. Find the words which are related to the term. Write these relevant words in the ovals and arrange these 6

words in the space provided to come up with the correct definition/meaning of the term. This game is a piece of cake! I know you can do it! Good luck. to engage to bind to take to dry up a twisted Item #1 by a promise in divination band or ring into the mouth and lose inspired by God or agreement vigor and freshness of flowers in small amount Item #2

PLEDGE

DIVINE

= __________________________ The couple pledged that they will love each other for all eternity. Item #3

= __________________________ The priests vowed to live their lives in a divine way. Item #4

SUP

WREATH

= __________________________ He observed the beautiful lady supping the red wine. Item #5

= __________________________ Holding a wreath, the bride ran hurriedly outside the church.

WITHER

= __________________________ Crops wither because of drought. We are pretty sure that you and your group mates had fun with the game! Hmmm, how many correct answers did you get? Lets see!

C. Link It! Verbal Response

Are there any connections between the news article and the poem, Song, to Celia that we assigned you to read? Of course there are, right? What are these similarities? Now, it is time for you to capture your thoughts and feelings and articulate them in class.

Students Response: _________________________________________________

Interaction
Learning Aims:

Construe details from the text to answer specific questions. Recognize the ideas conveyed by the lines of the poem to arrive at its theme. Characterize metaphor as a figure of speech.

Determine the comparisons made in the poem which are classified as types of metaphor.

A. Reading Comprehension Check You know, Fiona, we cannot really avoid the peril brought about by loving a person neurotically. As the song from the Queen goes, Too much love will kill you, if you cant make up your mind So, in love, we should not only consider what our heart dictates, sometimes it is a wiser decision to use our head and think for the possible consequences of our actions. That is true Shrek! Well, I would still stand on my belief that love is the root of all goodness. It causes somebody to beam away the adversities, to continue hoping and to live life at its best! It may cause historic wars, but it can also end them in the most peaceful means. What about you? Have you experienced being in love and being committed in a relationship before? Or what would you do if you had an admirer/lover who stalks you and does anything just to please you and win your affection?

These are the mind-boggling questions which may apply to the poets sentiments in the text. Let us see how well you have understood the poem, Song, to Celia by answering the following questions. Show us what you have got!

Brief Discussion 1. How would you classify the poem, Song, to Celia by Ben Jonson? Why? 2. Are there any rhyme scheme and foot and metric pattern in the poem? If there are, give them? 3. Who do you think is the speaker in the poem? 4. How does the speaker feel about Celia? 5. Does the speaker show any act of obsession towards Celia?

6. 7. 8. 9.

What seems to be the purpose of the poem? For what does the speakers soul thirst? What will best satisfy his thirst? What is Celias effect on the wreath? Why? How would you describe Celias personality basing from the poem?

10. Study the Flower Chart below. Lines taken from the poem are written in each petal. Interpret the lines by writing the ideas they convey on the outer circle. Study carefully the ideas that you deduced from these lines and come up with the theme of the poem which you will write in the inner circle.

The Flower Chart

Song, to Celia

Drink to me only with thine eyes, And I will pledge with mine; Or leave a kiss within the cup, And Ill not look for wine.

The thirst that from the soul doth rise Doth ask a drink divine; But might I of Joves nectar sup, I would not change for thine.

I sent thee late a rosy wreath, Not so much honouring thee As giving it a hope, that there It could not withered be.

But thou thereon didst only breathe, And sentst it back to me. Since when it grows, and smells, I swear, Not of itself, but thee.
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Are you done? Lets see your work. Share your answers in class for your classmates also want to learn from you. Come on, stand up and be confident!

B. Literary Focus

At some point, while you are reading the poem, were you able to relate yourself personal experiences or encounters, to the poem? Did you feel some kind of connection to the poem because you can actually sense the emotions and the message that the poet wish to impart? Are the figures of speech used aided you to imagine vividly the scenario in the poem?

One kind of figure of speech is the metaphor which is dominantly used in the poem, Song, to Celia. A metaphor is an analogy between two objects or ideas, conveyed by the use of a word instead of another. Moreover, metaphor also denotes rhetorical figures of speech that achieve their effects via association, comparison, and resemblance, e.g. antithesis, hyperbole, metonymy, and simile; all are species of metaphor.

You are right Fiona! Metaphors are comparisons that show how two things that are not alike in most ways are similar in one important way. Metaphors are a way to describe something. Authors use them to make their writing more interesting or entertaining. Unlike similes that use the words as or like to make a comparison, metaphors state that something is something else.

Task 3 What struck you most while you are reading the poem, Song, to Celia by Ben Jonson? It is the beautifully woven comparisons between the woman he loves and things which seemed very unlikely to the subject, right? He was

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able to weigh the admirable qualities of Celia by comparing her to diverse objects. This type of figure of speech is known as metaphor.

Now, this is what we want you to do. Gather yourselves into four groups; then, complete the Ladder Diagram presented below by writing in the sidepieces or columns, the two objects being compared. Provide your explanations why the two are being compared in the crosspieces.

Ladder Diagram

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Did you enjoy the second collaborative activity? We hope you were able to complete the diagram. Now, let us look at your work! Come on, show it to the class! Be proud, for its your work!

Hook Up
Learning Aims:

Transform the context of a poem into a fifteen-minute broadwayinspired script. Create another possible ending of a dramatic lyric poem. Incorporate a maximum of three relevant song excerpts in the script and be able to perform them. Deliver the dialogues of the script with proper gestures, facial expressions and prosodic features.

What did the poem made you realize about love? Is it an exciting phase of life that we should look forward to? Did the speaker in the poem exhibit genuine love or just a mere physical attraction? Did he deserve rejection from the woman he loves?

Task 4

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Indeed, we are faced with countless unanswered questions in this world. Questions about love, faith, life and even death! The human mind keeps on searching for answers for so many centuries but until now, only a few were given definite responses. Undeniably, God Almighty, our Creator is the solitary key to unlock these questions.

Now, let us try to answer those posted questions in our own means. Form three groups and create a broadway-inspired script out of the poem with your own desired ending, so that you can realize the sentiments of the speaker in the poem as well as visualize the events which possibly took place. You should also include a maximum of three song excerpts which will be interwoven in the script. Be sure that the songs are relevant to the scene wherein you will be inserting them in. Later on, you are going to conquer the stage and showcase your acting and singing abilities as you perform the script! Each group will be given the criteria for judging and a scoring sheet. They will assess your groups performance and vice versa. You should be rational with your judging and you should not be biased. Practice the value of honesty and fairness! Spider Man said, With great power comes great responsibility At this moment, the grades of your fellow students lie in your hands, thus, you have the responsibility to compensate what they truly deserve.

CRITERIA FOR JUDGING Relevance of the Script to the Poem Articulation of Dialogues Facial Expressions and Gestures Uniqueness and Creativity of Ending Musicality 30% 25% 20% 15% 10% 100%

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Scoring Sheet
Group Number Relevance of the Script to the Poem 30% Articulation of Dialogues 25% Facial Expressions & Gestures 20% Uniqueness & Creativity of Ending 15% Musicality 10% Total Rank

Comments: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ________________________________________________________________

Art Gallery
Learning Aims:

Use ones creative writing skills by writing a dramatic lyric poem. Employ creativity in making a design/layout for the encoded poem.

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We are so happy that you made it here! We hope that you learned a lot from our previous tasks.

The dramatic lyric you have read is a poem about admiration, love, obsession and hope. Jonson borrowed the conventions of courtly love for the poem but manipulated them to create his unique voice. Traditionally, the lover in these poems is stricken by his lady's beauty, which causes him to idealize her. Ever obedient to her wishes, the humble lover strives to be worthy of her. His feelings of love ennoble him and lead him on the path to moral excellence.

Task 5 I know that you are equipped with enough insights concerning the text, so you are now ready to take your foot forward to the final task! I want you to write a short dramatic lyric celebrating love or friendship. Include at least one metaphor that brings out your feelings about the subject. Model your verse form on that of Jonson in Song, to Celia, varying meter and rhyme to fit the development of your ideas. After which, you are going to encode your work and apply a design layout relevant to your topic

Remember that your final output will be collected into one compilation so you better make good in your writing as well as in your designing. Good luck!

Poetry Rubric

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Beginning 1 Form Uses an inappropriate poetic form.

Developing 2 May use an appropriate poetic form. Students use of vocabulary is more telling than showing.

Accomplished 3 Effectively uses an appropriate poetic form.

Exemplary 4 Creatively uses an appropriate poetic form.

Score

Word Usage

Students use of vocabulary is very basic.

Students use of vocabulary is routine and workable.

Poetic Techniques (elements)

Uses few poetic techniques.

Uses some poetic techniques to reinforce the theme. May contain many errors in spelling, grammar, and/or punctuation that may interfere with the readers understanding.

Uses poetic techniques to reinforce the theme. Has mainly grade level appropriate spelling, grammar, and punctuation; contains some errors that do not interfere with the readers understanding. Students work demonstrates an understanding of the assignment.

Students use of vocabulary is precise, vivid, and paints a strong clear and complete picture in the readers mind. Effectively uses poetic techniques to reinforce the theme. Has grade-level appropriate spelling, grammar, and punctuation; contains few, if any, errors that do not interfere with the readers understanding. Students work demonstrates a complete understanding of the assignment and goes beyond the requirements. Effective and creative use of an illustration and design enhances the poems meaning.

Language Conventions (spelling, grammar, punctuation)

May contain frequent and numerous errors in spelling, grammar, and punctuation that interferes with the readers understanding. Students work lacks understanding of the assignment.

Effort

Students work demonstrates some understanding of the assignment.

Illustration and design

Lacks an Illustration and design.

Uses an Illustration and design that may add to the poems meaning.

Uses an Illustration and design to enhance the poems meaning.

Note for the Teacher Give enough time for the students to do the writing activity. If possible, you can provide audio assistance to your students by playing 17

soothing music that you know would stimulate their senses to create a beautiful poem. (Scaffolding and wait-time must be provided to the students.)

Constructivist Folio My dear teacher, how well did your students respond to the lesson? Did they enjoy learning? Did they construct knowledge according to your expectations? If you think your other sets of students were not able to cope with this lesson, you may write your thoughts on the freedom board. Go on and unload your thoughts, Teacher!

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ____________________________________________________________

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The Poem

___________________________________________

Song, to Celia
by Ben Jonson

Drink to me only with thine eyes, And I will pledge with mine; Or leave a kiss within the cup, And Ill not look for wine. The thirst that from the soul doth rise Doth ask a drink divine; But might I of Joves nectar sup, I would not change for thine. I sent thee late a rosy wreath, Not so much honouring thee As giving it a hope, that there It could not withered be. But thou thereon didst only breathe, And sentst it back to me. Since when it grows, and smells, I swear, Not of itself, but thee.

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Answer Key
Preliminaries Schema Activation Task 1 1. The convicted murderer is Mr. Doe while the victim is Ms. Blank. Mr. Doe is obsessively in love with Ms. Blank as reflected in his statement, I killed her because I loved her. This statement only proves that Mr. Doe loves Ms. Blank very much that he was able to kill her believing that this action would make Ms. Blank his own for all eternity. Ms. Blank on the other hand, is a girl who is already engaged to Mr. Weston. She is true to her feelings. 2. The love of Mr. Doe towards Ms. Blank is very faithful and passionate but because of his too much affection to the girl, it turned into an obsession. 3. Mr. Doe was able to pursue the murder because he does not want other man to have a relationship with Ms. Blank. He thinks that he is the only one who deserves her.

Word Game: Semantically Related Networks Task 2 Item #1

to bind

Item #2
inspired by God

by a promise

PLEDGE

or agreement

DIVINE

to engage

in divination

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to bind by a promise or agreement = __________________________ The couple pledged that they will love each other for all eternity.

= __________________________ The priests vowed to live their lives in a divine way. Item #4
band or ring

to engage in divination inspired by God

Item #3
into the mouth

in small amounts

SUP

WREATH

to take

of flowers a twisted band or ring of flowers = __________________________ Holding a wreath, the bride ran hurriedly outside the church.

a twisted

= __________________________ He observed the beautiful lady supping the red wine. Item #5
to dry up

to take into the mouth in small amounts

WITHER

and lose

vigor and freshness

to dry up and lose vigor and feshness = __________________________ Crops wither because of drought.

Interaction Reading Comprehension Check Brief Discussion 1. Song, to Celia is a lyric poem specifically dramatic lyric. The poem is a dramatic lyric because there is a speaker and a person being spoken to. It is easy to envision Celias presence, which the speaker is addressing in the second person. Moreover, the word song in the title suggests what type of poem it is.

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2. The poem has a rhyme scheme of a b c b and a foot and metric pattern of alternating iambic tetrameter and iambic trimester. 3. It is possible that the author himself is the speaker in the poem but definitely, the speaker is a man who s deeply in love to Celia. 4. The speaker loves Celia and feels that she can satisfy him as reflected from the line, the thirst that from the soul doth rise. 5. Yes, the speaker is somewhat obsessed with Celia because of the fact that even just a stare at Celias eyes can quench his thirst. Another proof is at the last four lines of the second stanza which states that even though Celia returned the flowers that he gave, it still smells like her and it will not wither. 6. The purpose of the poem is to pay a tribute to Celia. 7. The speakers soul thirsts for a spiritual or divine refreshment. Even if he could taste the nectar of Jove, however he would rather have the love of Celia. 8. The effect is that the wreath continues to grow and to smell sweetly of her. 9. Celia is a woman who does not easily get caught with flowery promises. She is a woman who does not immediately jump into conclusion. 10.

The Flower Chart

Song, to Celia

Drink to me only with thine eyes, And I will pledge with mine; The Or leave a kiss within the not speaker will exchange his love for cup, Celia for any pleasure And Ill not look for wine. in the
world.

The thirst that from the soul doth rise Doth ask a drink divine; But might I of Joves nectar Only Celias love can sup, satisfy his spiritual I would not change thirst. for thine.

He expresses his love to Celia and shows that he can give everything for Celia.

True love is accepting rejections and letting your love free.

Even though Celia rejected his love, he will still continue to love her.

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I sent thee late a rosy wreath, Not so much honouring thee As giving it a hope, that there It could not withered be.
Literary Focus Task 3

But thou thereon didst only breathe, And sentst it back to me. Since when it grows, and smells, I swear, Not of itself, but thee.

Ladder Diagram
eyes Staring at Celias eyes is compared to drinking because it satisfies the admiration felt by the speaker.

drink

kiss in the cup

Just like staring at Celias eyes, the kiss in the cup also satisfies the physical desires of the speaker.

wine

physical thirst

Celias love is likened to Joves nectar sup which quenches ones thirst but the speaker prefers the former.

spiritual thirst

rosy wreath

The rosy that Celia sent back to the speaker still smells just like Celia.

Celia

Hook Up Task 4

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Have the students do the activity in this segment. Answers may vary. Art Gallery Task 5 Have the students do the activity in this segment.

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