Point out and interpret sound devices to identify the mood and theme of a poem| TOPIC/LESSON UNIT TOPIC| Poetry: “The Bells”By Edgar Allan Poe| LEARNING OBJECTIVESThe learner will be able to: 1. Appreciate the aesthetic, emotional and intellectual value of sounds in poetry 2. Interpret sounds through employing vocal techniques in choral reading 3.
Compose poems using sound devices to express emotions and ideals| ICT OBJECTIVES 1. Explore interactive software and websites to enhance poetry reading 2. Design flipcharts to showcase responses to assigned tasks 3. Create slideshows of composed poems | DURATION| one hour| ICT RESOURCES| MP3 Downloader/Player, Electronic Whiteboard, Interactive Software, Websites, Moviemaker, Activity Templates| ICT PRODUCTS| Activity Sheets, Flipcharts, Slideshow|
PREREQUISITE SKILLS 1. Prior knowledge on poetry elements 2. Basic computer skills 3. Manipulative skills in using activinspire applications and electronic whiteboard | PREPARATION BEFORE CLASS 1. Formed groupings and gave assignment 2. Structured seating arrangement and checked cleanliness of the room 3. Readied the ICT tools to be used and reiterated lab rules| ACTIVITIES AND PROCEDURES A. Recall – What are figures of speech? Give examples. B. Strategy 1.
Brainstorming with Sounds ( 5 minutes)Overview: Pre-recorded sound clips will be played to elicit emotional, aesthetic and intellectual impressions among students. Teacher Activities: a. The teacher will play sound of chirping birds, jeering voices, crashing vehicle, wailing woman and clanging bell. b. She will ask the students to name these sounds and the emotions or situations they suggest. c. Then she will draw out conclusion from the students on the significance of sound to man’s emotions and actions. Student Activities: a. The students will listen to different sounds played. b.
They will name the sounds played and the emotions or situations they suggest. c. Based on their given answers, students will draw out conclusion on the significance of sound to man’s emotions/actions. 2. Launching Web Quest ( 5 minutes)Overview: A web quest is employed to fill out information in a bio sheet, “Poe’s Scavenger Hunt”. Edgar Allan Poe’s background is essential in understanding his style of writing as evident in one of his poem, “The Bells”. Accomplished activity sheets will serve as students’ reference in processing a follow up activity which is an interactive game “Fling the Teacher”.
The goal of the game is to challenge the students to answer correctly 15 questions about Poe and to get the reward, a trebuchet in throwing a teacher-character. Teacher Activities: a. The teacher will instruct the students to bring out their accomplished activity sheets. b. She will open the link http://eclassroom. 110mb. com/3rd%209%20weeks%20web/poetryquiz. swf and explain the goal and the mechanics of the game. c. In case the students did not meet the goal for three rounds, the teacher will coach for the correct answers on the fourth round. d.
She will tell the students to submit their activity sheets after the game. Student Activities: a. The students will bring out their accomplished activity sheets as references in answering an interactive game. b. They will take turns submitting their answers according to the rules set. c. If they failed to achieve the goal for three rounds, they will answer for the fourth and last round with the teacher’s help. d. They will submit their activity sheets after the game. 3. Busting out For Meanings ( 5 minutes)Overview: A teacher-made “Blockbuster Word Puzzle” is created online to deduce unfamiliar terms.
The puzzle will be answered in a contest mode where students need to use mental alertness and spatial strategy to win. Teacher Activities: a. The teacher will instruct the students to group into two. b. Then she will access the puzzle from http://www. teachers-direct. co. uk/resources/quiz-busters/quiz-busters-game. aspx? game_id=80960 and explain the procedures in gaining a point/block. c. She will give cue to start and act as moderator until a team has busted enough blocks to meet two adjacent sides of the board representing their territories. Student Activities: a.
The students will group into two and choose a color representing two adjacent sides of the board as their territories. b. To be able to earn a point/bust a block, they need to identify a word based on the given clue. c. A team who busted first enough blocks that will connect their adjacent territories wins. 4. Tuning In to an “Interactive Audio Book” Pre-assigned Choral Reading ( 10 minutes)Overview: The audio book of “The Bell” by Edgar Allan Poe enables the students to view the poem, listen to correct enunciation, pronunciation and phrasing of words and explore for ideal presentation techniques.
The software features voice and animation control buttons and sound effects button that viewers can modify the poem’s original setting. Teacher Activities: a. The teacher will group the students into four and pre-assign a choral reading of the poem. b. She will share the link http://knowingpoe. thinkport. org/writer/thebells. asp in the students’ facebook group for them to access the audio book. c. She will suggest exploring on the control buttons as they view and listen to the poem. d. She will encourage them to use/apply what they learned from exploring the audio book to their reading activity. . After the reading activity, she will ask the following questions:- What words enhance the aesthetic value of the poem? – How do these words create the mood/ atmosphere and emphasize the theme? – Why do you think the speaker is fascinated to the bell? – What does it represent? Student Activities: a. To view the poem, the students will access the link shared by the teacher in their facebook group. b. They will explore the features of the audio book to modify the setting of the poem and conceptualize presentation techniques. c.
They will apply the techniques learned in the actual presentation of their group reading activity. d. After the reading activity, the students are to answer orally the following questions:- What words enhance the aesthetic value of the poem? – How do these words create the mood/ atmosphere and emphasize the theme? – Why do you think the speaker is fascinated to the bell? – What does it represent? 5. Designing/Presenting “Flipcharts” ( 20 minutes)Overview: Using the same groupings, the students collaborate in analyzing the language structure of the poem. They will link graphics and media clips into their flipcharts to