Sunday, March 17, 2013
Thursday, February 14, 2013
Lesson 9 - Computers as Information and Community Technology
Educational Technology 2
1. Discuss the capabilities of the PC outside of education, namely:
a.) electronic or e-commerce
Electronic commerce is a term for any type business or commercial transaction that involves the transfer of information across the internet. Through internet, the organization can sell their products through internet and consumers can buy through the internet. The consumers can buy without any barriers of time or distance.
b.) e-finance
E-finance includes investing, banking and mortgage lending. This e-finance enables the consumers to reduce transaction costs, speedily process documents online and for access information. Online finance can decrease the costs of internal business transactions like the costs of labors and expense in reporting. Through the internet business can transact faster and for easier transaction.
c.) entertainment
Entertainment became a popular use of internet for personal computers. For example, in music, users can have an unlimited access to any song by an artist. Many website services allow users to purchase individual albums directly to their computer.Computers also open a venue for a musician records their own music without a professional studio.
d.) advertising
e.) propaganda or development communication
2. Discuss related issues:
a.) intellectual property rights (pirating)
b.) pornography using the Internet
c.) pyramiding scam using the Internet
d.) gaining or lottery
1. Discuss the capabilities of the PC outside of education, namely:
a.) electronic or e-commerce
Electronic commerce is a term for any type business or commercial transaction that involves the transfer of information across the internet. Through internet, the organization can sell their products through internet and consumers can buy through the internet. The consumers can buy without any barriers of time or distance.
b.) e-finance
E-finance includes investing, banking and mortgage lending. This e-finance enables the consumers to reduce transaction costs, speedily process documents online and for access information. Online finance can decrease the costs of internal business transactions like the costs of labors and expense in reporting. Through the internet business can transact faster and for easier transaction.
c.) entertainment
Entertainment became a popular use of internet for personal computers. For example, in music, users can have an unlimited access to any song by an artist. Many website services allow users to purchase individual albums directly to their computer.Computers also open a venue for a musician records their own music without a professional studio.
d.) advertising
e.) propaganda or development communication
2. Discuss related issues:
a.) intellectual property rights (pirating)
b.) pornography using the Internet
c.) pyramiding scam using the Internet
d.) gaining or lottery
Sunday, February 10, 2013
Monday, February 4, 2013
Educational Technology 2
Educational Technology 2
Lesson 8: Higher Thinking Skills Through IT - Based Projects
Webquest
1. Does it merely provide data or information?
*No, it is because,it also gives more information and help teachers too.
2. What does Webquest also provide? (Clue: discovery feature of the project search, roles of each group member in the search, etc.
*The webquest also provides resources for the teacher can be used to teach their students and this allow the teachers to take better advantage of teachable moments with his students. And through this, the students are more motivated and also it develops their higher thinking skills in doing the activities that the teacher instructed.
3. Will Webquest suffice in case of local/domestic problems/questions, such as the definition of "Filipino" among patriots of the 1896 Philippine revolution?
*It is yes because the webquest can be also a human tutor for which it gives up-to-date information to the learners.
4. Where can we get information for local/domestic problems/questions? (Clue: a library section for local materials)
*Aside from webquest, we can also use the provincial library of the province in which you can avail more information especially information about the province that you want to.
Lesson 8: Higher Thinking Skills Through IT - Based Projects
Webquest
1. Does it merely provide data or information?
*No, it is because,it also gives more information and help teachers too.
2. What does Webquest also provide? (Clue: discovery feature of the project search, roles of each group member in the search, etc.
*The webquest also provides resources for the teacher can be used to teach their students and this allow the teachers to take better advantage of teachable moments with his students. And through this, the students are more motivated and also it develops their higher thinking skills in doing the activities that the teacher instructed.
3. Will Webquest suffice in case of local/domestic problems/questions, such as the definition of "Filipino" among patriots of the 1896 Philippine revolution?
*It is yes because the webquest can be also a human tutor for which it gives up-to-date information to the learners.
4. Where can we get information for local/domestic problems/questions? (Clue: a library section for local materials)
*Aside from webquest, we can also use the provincial library of the province in which you can avail more information especially information about the province that you want to.
Thursday, January 31, 2013
Tuesday, January 29, 2013
INTEGRATING ICT in EDUCATION - Sample Lesson Plan
Lesson Plan
Elementary English II
Arranging Words Alphabetically
Based on the First Letter
I – Learning
Objectives
Arrange words in alphabetical order based on the
first letter
Integrate ICT in education
II – Subject Matter
A.Topic:Arranging words Alphabetically based on the first letter
B. References: Book: Adventure in English 2, pp. 247-250
-PELC: Reading 6.1, Writing 2
C. Material: Evaluation chart, colored chalk
Value Focus:
Respectfulness
III – Procedure
A.Preparatory Activities
1.Checking of Assignment
-menu scanning
2. Review
Options: URL Alphabet Antics
What is scanning?
What is the importance of scanning?
3. Motivation
Tell pupils to form dyads.
Say: each pair will sit back to back. One partner will tell as many words
as he/she can. The other partner will list down all the words mentioned by
his/her partner. The activity will be done for two minutes.
B.Development of the Lesson
o
Call on pairs to write on the board the words
they have listed.
o
Have them read the word. Cross out one of the
words which written twice. Mark the words with the same initial letter
2.Analysis and Discussion
a.Ask the following questions about the words on
the board.
i.Are the words spelled correctly?
ii.What is the correct spelling for the word
______?
iii.Ask the pupils to spell the words by row then
individually.
b. How are the words arranged?
c. Write the following lists of words on the board.
d.Ask the students to observe how the words are
arranged. Invite them to look at the beginning letter of each word in each
list.
e.Examples:
Group A Group B
feel bath
bath feel
school neigbor
puppy puppy
neighbor school
f.Let the pupils compare the two groups of words.
g.Say: look at the words in group A. Now look at
the same words in Group B.
h.Ask:
i.Can you tell the difference between the 2
groups?
ii.What can you say about the arrangement of the
words in Group B based on the beginning letter?
iii.Look at the words again. Which word comes first
in the list?
iv.Which word follows? What word comes last?
v.How do we arrange words in alphabetical order?
vi.What about the words that begins with the same
letter? How do we arrange them?
vii.What should we remember when arranging words in
alphabetical order?
3.Generalization
a.How do we arrange words in alphabetical order?
(We arrange words in alphabetical order by looking at the first letter of
the word and arranging the words following the order of the alphabet as a, b,
c. . ., etc. If two words have the same letter, we look at the second letter.)
C.Post activity
1.Application
-go back to the list of words generated earlier and arrange these
alphabetically with the participation of the pupils.
a.Conduct a group in class.
b.Divide the pupils into four groups. Assign each group
a topic to discuss.
i.Group I – Favorite color
ii.Group II – Favorite food
iii.Group III – Favorite Pet
iv.Group IV – Favorite Fruit
c.Have each group make a list of their favorites.
d.Ask them to arrange the words in alphabetical
order, then, put them on a chart.
e.Let them present their work to the class.
f. Evaluate the work of each group.
2. Values Integration
Ask the pupils to recall the past activity. Ask the following questions. Emphasize
that through listening they can understand each other.
a.Did you and your partner talk at the same time
while doing the activity?
b.What would happen if both of you talk at the
same time?
c.What important things should we remember when
talking with one another person?
IV – Evaluation
Write the words in each list in alphabetical order. Remember
to look at the first letter of each word.
1.
desk _______
blackboard _______
chalk _______
pocket chart _______
table _______
stick _______
eraser _______
pencil _______
book _______
armchair _______
2.
Street _______
market _______
police station _______
barber shop _______
church _______
plaza _______
school _______
bank _______
farm _______
V – Assignment
Make a list of ten things found in the kitchen in alphabetical
order. Write your answers in your notebook.
Thursday, January 17, 2013
Children Literature: Unit 2
UNIT 2-CHILDREN LITERATURE
LESSON 1 Development of Poetry for Children and their Poem-makers
Dr. Isaac Watts
• He published “Divine and Moral Songs for Children” (1715)
• These songs are religious nature that is very real appeal to children
• He believed that morals and religion could be directly taught through hymns and songs
Early poetry for children consist of:
• Hymned verses written for making children behave
• Verses lamented the death of pets or young friends
William Blake (1757-1827)
• First of the important English poets to write poetry for children
• For him, children were not little sinners to be warned and frightened, but were the unspoiled handiwork of Divine love.
• He was known for his originality of rhythm and stanza pattern and the fitness of his rhythms to the spirit of his songs
• His themes were about nature, the lives of simple people, gay and laughing children
• Songs of innocence – the first printed poem in 1794
• Example:
• Introduction – shows a gay and a laughing child in lively abandoned
• Tiger, tiger, burning bright – sharp portrayal of pain and sadness and hints on the insoluble question of faith and philosophy
• The Chimney Sweep
• The Little black Boy
• Holy Thursday
Ann and Jane Taylor
(1782-1866)
• Began to write for little children when they were scarcely more than children themselves
• Their concept of poetry was to develop the morals, refine manners and impart information to young children
• They wrote about flowers, birds, moons, stars, the seasons, the fields and garden
• They are the first poets to write exclusively for children
• Original Poems for Infant Minds: By Several Young Persons - The first collection of verses published in1804
• “twinkle, twinkle, little star”
• “I like little pussy”
• “Pretty cow”
Edward Lear
(1812-1888)
• He had no literary forerunner; he was simply himself
• At the age of 19, he made colored drawings of birds for the London Zoological Society
• He started his early caricatures with limericks
• He had the ability to entertain all ages
Christina Rossetti
(1830-1894)
• Possessed much of the spiritual quality
• Began to write when still a child
• She use simple, direct an childlike sensory images and words
Celia Laighton Thaxter
(1835-1894)
• Earliest American writers of verse for children
• She was noted for her many beautiful and truthful pictures of birds
• She was a close and understanding observer of children
• Stories and poems-first published in 1883
Robert Louis Stevenson
(1850-1894)
• Considered as the first true “poet-laureate” of children
• His poems had a true lyrical quality and many had been set to music
Laura Elizabeth Richards
(1850-1943)
• She was not only a poet but also a musician
Walter de la Mare
(1873-1956)
• He started the stream of lovely verse
• He displays his greatest gift in writing about fairies, woodland spirits and other blithe spirits in the realm of fairyland
Rose Flyeman
• “Poet of the Fairies”
• Her fairies mixed openly in the affairs of modern life, urban as well as country life
• They performed activities of real people
• Her poems had the sense of mystery and enchantment in them
• She wrote amusing light verse about the modern child
Alan Alexander Milne
(1882-1956)
• His poems had delightful humor, captivating rhythms and appealing childish fancies
• He is very competent writer of light verse manufactured many “funny” words to increase rhythmic effects like “The three Foxes”
Rachel Field
(1884-1942)
• Her collections contained numerous poems about people and objects belonging to their immediate environment
Dorothy Aldis
(1897- )
• She choose simple and common domestic scenes and events which portrays humor and charm
• Her verses appeal to the interests, activities and observations of children
Elizabeth Madox Roberts
(1886-1941)
• Her subjects sensitive to:
• Sights
• Sounds
• Odors
• Tactile sensations
• Her poems displayed in narrative form
Dorothy Walter Baruch
(1899- )
• One of the modern poets for children
• She use her knowledge of child psychology
• She use free verse in the child’s own manner of speaking
Lesson 2
Who is Mother Goose? Where did she live?
• Mother goose never existed as a person and did not live anywhere
• She is only a myth, a personification of well-loved story-tellers who have existed since the world began.
• 1967 – Charles Perrault, a French writer published a collection of fairy tales named “Tales of My Mother Goose”
• Later on, John Newberry published collection of nursery rhymes called “Mother Goose Melody”
• Evidences by john Bellendenker and Katherine Elwes:
• Anne Boleyn – the pretty maid hanging up her clothes
• Richard III – the humpty dumpty
• 1765 – John Newberry published the earliest collection of Mother Goose entitled “Mother Goose Melody or Sonnets of Cradle”
• 1842 – James Halliwell published Nursery Rhymes of England
• 1897 – Andrew Lang published “Nursery Rhymes”, a collection of over 300 rhymes
• 1952 – Iona and Peter Opie published the latest and most complete collection of rhymes entitled “Oxford Dictionary of Nursery Rhymes”
Qualities of Mother Goose Rhyme
1) Musical quality
2) Action
3) Humor
4) Story Interest
5) Variety of subject matter
a.) Animals
b.) Alphabets
c.) Dialogue
d.) Counting rhymes
e.) Games
f.) People
g.) Time verses
h.) Riddles
i.) Tongue twisters
j.) Weather
k.) Accumulative stories
l.) singing rhymes
Values of Mother Goose Rhymes
• Mother Goose Rhymes serve as an introduction to real poetry
• They are good for ear-training and for their pleasure and amusement
Lesson 3
• Verse – a line of poetry having metrical or rhythmical pattern
• Humorous verse – deals with amusing things that befall real people, or might conceivably befall them
• Nonsense verse – deals with absurd or meaningless words as fables, jumbles, potatoes that dance, chickens that go out to tea
– Nonsense verse contribute to the child’s personal and literary development
Values of nonsense verses for children
1) Provide humor for children
2) They introduce the children to rhyme and various pattern of verse
3) They serve as release from tension and anxieties
4) They provide children a means of escape from reality
5) They are excellent for ear-training
6) They serve as introduction to better poetry
Poets of Nonsense Verse
• Edward Lear (1812-1888)
– The greatest poet of nonsense
– He write limericks, funny poems of 5 lines
– His verses are made up of words
• Lewis Carrol (1882-1898)
– Writer of humorous verse for children
– Wrote “Alice’s Adventure in Wonderland”
• Laura E. Richards (1850-1943)
– Known as the American Poet Laureate of Nonsense
– Qualities of her verses:
• Uses funny words
• Uses humorous tales
• Deals with funny characters and funny situations
• lyrical
• Alan Alexander Milne (1882-1956)
– His charm is his ability to present small children as they are
– He shows the child’s love of small animals
– His verses are full of child’s activities
Lesson 4
What is Poetry?
• It is an artistic expression of thought and emotion in rhythmical language
• A kind of verbal music
• It is like a musical score that must interpreted by the human voice in order to get fullest enjoyment
Qualities of Poetry
• Has musical and rhythmic qualities
• Appeals to the imagination
• The emotional content of poetry must be sincere, worth expressing, and must be universal in appeal
• The subjects must be varied
Classification of Poetry
I. Types of Poems According to form:
A.Narrative poems tell a story and relate events
Kinds:
1. ballads – narrative poems that are intended to be sung
2. epics – deal with deeds and heroic adventures
3. metrical romances – deal with love and brave deeds of hero
B. Lyric poems express the feeling, the mood, and the personality of the poet
Kinds:
1. Songs – poems that can be sung
2. Pastoral poems – about shepherds and rural scenes
3. sonnets – poems of 14 lines
4. elegy – a meditative poem that expresses grief or deals
5. ode – poem that expresses exalted feelings, a praise of someone or something
Factors that Influence Appreciation of Poetry
1. The Teacher
must have natural love for poetry, broad educational background and reading excellence
Must have a background of fundamental general information
Must have a familiarity with miscellaneous allusions
2. The Pupil
The teacher must know the pupils well, their level of interests and varied backgrounds and responses
The teacher must be quick to exploit every possibility of enhancing appreciation of poetry
Different activities:
Read poetry aloud for sheer personal enjoyment
Memorize favorite lines
Set up scrap books
Participate in declamation contests
Join poetry reading clubs
Attend dramatic presentation
Interpret the meaning and rhythms of poem in a pantomine
Make their own simple melodies and poems
Make story
Interpret poetry through drawing or illustrations
Values of Poetry
Enriches children’s experiences
Develops correct enunciation
Develops literary appreciation
Develops imagination
Enlarges vocabulary
Improves the aesthetic sense
Gives them pleasure and delight
Improve their outlook in life and nature
Suggestions in Teaching Poetry Appreciation
Do not assign a poem for home preparation
Do not belabor the pupils with the study of facts
An excellent technique is for the teacher to read the poem first
Anticipate difficulties with some words
Make it a natural and habitual practice to read poetry to children
While reading or reciting a poem to children, have the children sit comfortably and relaxed
Do not force children to memorize poems
Allow children time to react to poetry
Uses of poetry
To correlate with other subjects
To commemorate certain events
To express the meaning and rhythm of poem in a pantomine or interpretative
To express their thoughts, feelings and imaginations in creative activities
Writing poems by children
Steps in Teaching A Poem
I – PREPARATION
a. Mastery of the subject matter
b. Preparation of the lesson plan
c. Preparation of devices
II – INTRODUCTION
a. Motivation
b. Presenting devices
c. Vocabulary development
III – PRESENTATION
a. First reading
b. Intellectual discussion
IV – SECOND READING BY THE TEACHER
a. Aesthetic discussion
V – MEMORIZATION
a. Culminating Activities
1. Drawing
2. Dramatization
3. Composition
4. Reproduction
5. Choral reading
Lesson 5
Definition of Choral reading or Speaking
• The interpretation of poetry by several voices speaking as one.
• It is the group interpretation of poetry for the purpose of sharing enjoyment
• Choral reading involves the use of script
Uses of Choral Speaking
• Can be used in school at all levels
• It is an activity that children and adults of any age can enjoy
Poems Suitable for Choral Speaking
• Universal in tone
• Vary in mood, content and type
• Lyrical and narrative
• Rich in auditory image
• Marked rhythm
• Can be used three voices
Types of Choral Speaking Arrangement
A. Refrain: contains lines or verses which are repeated
– minstrel – saying the verses
– Audience – reciting the refrains and choruses
– Solo – reciting the narrative
B. Sequence: best employed in poems which develop its thought into a strong climax
– Solo – reciting the lines
– Chorus – enters to build a climax or impressive finale
C. Antiphonal: a traditional form of reciting Biblical verses
– One group – responds to another (boys to girls)
– Children – one row to another
D. Unison: strong and powerful emotions
– Interpreted by the whole speaking group
– Requires the ability to speak together at the same timing, proper control of volume of voice
E. Line-a-child:
– Each line of a poem is read by a different child
Kinds of Voices or Semi-Choruses
– Light or High voices: for reading or saying lines that suggest fun, happiness, brightness. For asking questions, unless a male asks the question
– Dark or Low voices: for saying lines that suggest mystery, terror, sadness, solemnity. For answering questions, unless a female answers the question
– Medium voices: for blending all voices. For relating the narrative, for introducing the characters and for giving explanation
Steps in Choral Speaking
1) Read the poem selected for its content
2) Determine the type and the mood of the poem
3) Understand the meaning of the poem
4) Know the rhythmical nature of the poem
5) Read the poem with the children
6) Repeat the selection together
7) Apportion the parts and lines to the children
8) Make sure the voices blend properly
Values
1. It enhances greater appreciation for poetry
2. It enriches the art like experience by extending imagination and sympathy
3. It develops self-confidence and poise
4. It develops good speech habits, articulation and enunciation
5. It develops cooperation and social understanding
LESSON 1 Development of Poetry for Children and their Poem-makers
Dr. Isaac Watts
• He published “Divine and Moral Songs for Children” (1715)
• These songs are religious nature that is very real appeal to children
• He believed that morals and religion could be directly taught through hymns and songs
Early poetry for children consist of:
• Hymned verses written for making children behave
• Verses lamented the death of pets or young friends
William Blake (1757-1827)
• First of the important English poets to write poetry for children
• For him, children were not little sinners to be warned and frightened, but were the unspoiled handiwork of Divine love.
• He was known for his originality of rhythm and stanza pattern and the fitness of his rhythms to the spirit of his songs
• His themes were about nature, the lives of simple people, gay and laughing children
• Songs of innocence – the first printed poem in 1794
• Example:
• Introduction – shows a gay and a laughing child in lively abandoned
• Tiger, tiger, burning bright – sharp portrayal of pain and sadness and hints on the insoluble question of faith and philosophy
• The Chimney Sweep
• The Little black Boy
• Holy Thursday
Ann and Jane Taylor
(1782-1866)
• Began to write for little children when they were scarcely more than children themselves
• Their concept of poetry was to develop the morals, refine manners and impart information to young children
• They wrote about flowers, birds, moons, stars, the seasons, the fields and garden
• They are the first poets to write exclusively for children
• Original Poems for Infant Minds: By Several Young Persons - The first collection of verses published in1804
• “twinkle, twinkle, little star”
• “I like little pussy”
• “Pretty cow”
Edward Lear
(1812-1888)
• He had no literary forerunner; he was simply himself
• At the age of 19, he made colored drawings of birds for the London Zoological Society
• He started his early caricatures with limericks
• He had the ability to entertain all ages
Christina Rossetti
(1830-1894)
• Possessed much of the spiritual quality
• Began to write when still a child
• She use simple, direct an childlike sensory images and words
Celia Laighton Thaxter
(1835-1894)
• Earliest American writers of verse for children
• She was noted for her many beautiful and truthful pictures of birds
• She was a close and understanding observer of children
• Stories and poems-first published in 1883
Robert Louis Stevenson
(1850-1894)
• Considered as the first true “poet-laureate” of children
• His poems had a true lyrical quality and many had been set to music
Laura Elizabeth Richards
(1850-1943)
• She was not only a poet but also a musician
Walter de la Mare
(1873-1956)
• He started the stream of lovely verse
• He displays his greatest gift in writing about fairies, woodland spirits and other blithe spirits in the realm of fairyland
Rose Flyeman
• “Poet of the Fairies”
• Her fairies mixed openly in the affairs of modern life, urban as well as country life
• They performed activities of real people
• Her poems had the sense of mystery and enchantment in them
• She wrote amusing light verse about the modern child
Alan Alexander Milne
(1882-1956)
• His poems had delightful humor, captivating rhythms and appealing childish fancies
• He is very competent writer of light verse manufactured many “funny” words to increase rhythmic effects like “The three Foxes”
Rachel Field
(1884-1942)
• Her collections contained numerous poems about people and objects belonging to their immediate environment
Dorothy Aldis
(1897- )
• She choose simple and common domestic scenes and events which portrays humor and charm
• Her verses appeal to the interests, activities and observations of children
Elizabeth Madox Roberts
(1886-1941)
• Her subjects sensitive to:
• Sights
• Sounds
• Odors
• Tactile sensations
• Her poems displayed in narrative form
Dorothy Walter Baruch
(1899- )
• One of the modern poets for children
• She use her knowledge of child psychology
• She use free verse in the child’s own manner of speaking
Lesson 2
Who is Mother Goose? Where did she live?
• Mother goose never existed as a person and did not live anywhere
• She is only a myth, a personification of well-loved story-tellers who have existed since the world began.
• 1967 – Charles Perrault, a French writer published a collection of fairy tales named “Tales of My Mother Goose”
• Later on, John Newberry published collection of nursery rhymes called “Mother Goose Melody”
• Evidences by john Bellendenker and Katherine Elwes:
• Anne Boleyn – the pretty maid hanging up her clothes
• Richard III – the humpty dumpty
• 1765 – John Newberry published the earliest collection of Mother Goose entitled “Mother Goose Melody or Sonnets of Cradle”
• 1842 – James Halliwell published Nursery Rhymes of England
• 1897 – Andrew Lang published “Nursery Rhymes”, a collection of over 300 rhymes
• 1952 – Iona and Peter Opie published the latest and most complete collection of rhymes entitled “Oxford Dictionary of Nursery Rhymes”
Qualities of Mother Goose Rhyme
1) Musical quality
2) Action
3) Humor
4) Story Interest
5) Variety of subject matter
a.) Animals
b.) Alphabets
c.) Dialogue
d.) Counting rhymes
e.) Games
f.) People
g.) Time verses
h.) Riddles
i.) Tongue twisters
j.) Weather
k.) Accumulative stories
l.) singing rhymes
Values of Mother Goose Rhymes
• Mother Goose Rhymes serve as an introduction to real poetry
• They are good for ear-training and for their pleasure and amusement
Lesson 3
• Verse – a line of poetry having metrical or rhythmical pattern
• Humorous verse – deals with amusing things that befall real people, or might conceivably befall them
• Nonsense verse – deals with absurd or meaningless words as fables, jumbles, potatoes that dance, chickens that go out to tea
– Nonsense verse contribute to the child’s personal and literary development
Values of nonsense verses for children
1) Provide humor for children
2) They introduce the children to rhyme and various pattern of verse
3) They serve as release from tension and anxieties
4) They provide children a means of escape from reality
5) They are excellent for ear-training
6) They serve as introduction to better poetry
Poets of Nonsense Verse
• Edward Lear (1812-1888)
– The greatest poet of nonsense
– He write limericks, funny poems of 5 lines
– His verses are made up of words
• Lewis Carrol (1882-1898)
– Writer of humorous verse for children
– Wrote “Alice’s Adventure in Wonderland”
• Laura E. Richards (1850-1943)
– Known as the American Poet Laureate of Nonsense
– Qualities of her verses:
• Uses funny words
• Uses humorous tales
• Deals with funny characters and funny situations
• lyrical
• Alan Alexander Milne (1882-1956)
– His charm is his ability to present small children as they are
– He shows the child’s love of small animals
– His verses are full of child’s activities
Lesson 4
What is Poetry?
• It is an artistic expression of thought and emotion in rhythmical language
• A kind of verbal music
• It is like a musical score that must interpreted by the human voice in order to get fullest enjoyment
Qualities of Poetry
• Has musical and rhythmic qualities
• Appeals to the imagination
• The emotional content of poetry must be sincere, worth expressing, and must be universal in appeal
• The subjects must be varied
Classification of Poetry
I. Types of Poems According to form:
A.Narrative poems tell a story and relate events
Kinds:
1. ballads – narrative poems that are intended to be sung
2. epics – deal with deeds and heroic adventures
3. metrical romances – deal with love and brave deeds of hero
B. Lyric poems express the feeling, the mood, and the personality of the poet
Kinds:
1. Songs – poems that can be sung
2. Pastoral poems – about shepherds and rural scenes
3. sonnets – poems of 14 lines
4. elegy – a meditative poem that expresses grief or deals
5. ode – poem that expresses exalted feelings, a praise of someone or something
Factors that Influence Appreciation of Poetry
1. The Teacher
must have natural love for poetry, broad educational background and reading excellence
Must have a background of fundamental general information
Must have a familiarity with miscellaneous allusions
2. The Pupil
The teacher must know the pupils well, their level of interests and varied backgrounds and responses
The teacher must be quick to exploit every possibility of enhancing appreciation of poetry
Different activities:
Read poetry aloud for sheer personal enjoyment
Memorize favorite lines
Set up scrap books
Participate in declamation contests
Join poetry reading clubs
Attend dramatic presentation
Interpret the meaning and rhythms of poem in a pantomine
Make their own simple melodies and poems
Make story
Interpret poetry through drawing or illustrations
Values of Poetry
Enriches children’s experiences
Develops correct enunciation
Develops literary appreciation
Develops imagination
Enlarges vocabulary
Improves the aesthetic sense
Gives them pleasure and delight
Improve their outlook in life and nature
Suggestions in Teaching Poetry Appreciation
Do not assign a poem for home preparation
Do not belabor the pupils with the study of facts
An excellent technique is for the teacher to read the poem first
Anticipate difficulties with some words
Make it a natural and habitual practice to read poetry to children
While reading or reciting a poem to children, have the children sit comfortably and relaxed
Do not force children to memorize poems
Allow children time to react to poetry
Uses of poetry
To correlate with other subjects
To commemorate certain events
To express the meaning and rhythm of poem in a pantomine or interpretative
To express their thoughts, feelings and imaginations in creative activities
Writing poems by children
Steps in Teaching A Poem
I – PREPARATION
a. Mastery of the subject matter
b. Preparation of the lesson plan
c. Preparation of devices
II – INTRODUCTION
a. Motivation
b. Presenting devices
c. Vocabulary development
III – PRESENTATION
a. First reading
b. Intellectual discussion
IV – SECOND READING BY THE TEACHER
a. Aesthetic discussion
V – MEMORIZATION
a. Culminating Activities
1. Drawing
2. Dramatization
3. Composition
4. Reproduction
5. Choral reading
Lesson 5
Definition of Choral reading or Speaking
• The interpretation of poetry by several voices speaking as one.
• It is the group interpretation of poetry for the purpose of sharing enjoyment
• Choral reading involves the use of script
Uses of Choral Speaking
• Can be used in school at all levels
• It is an activity that children and adults of any age can enjoy
Poems Suitable for Choral Speaking
• Universal in tone
• Vary in mood, content and type
• Lyrical and narrative
• Rich in auditory image
• Marked rhythm
• Can be used three voices
Types of Choral Speaking Arrangement
A. Refrain: contains lines or verses which are repeated
– minstrel – saying the verses
– Audience – reciting the refrains and choruses
– Solo – reciting the narrative
B. Sequence: best employed in poems which develop its thought into a strong climax
– Solo – reciting the lines
– Chorus – enters to build a climax or impressive finale
C. Antiphonal: a traditional form of reciting Biblical verses
– One group – responds to another (boys to girls)
– Children – one row to another
D. Unison: strong and powerful emotions
– Interpreted by the whole speaking group
– Requires the ability to speak together at the same timing, proper control of volume of voice
E. Line-a-child:
– Each line of a poem is read by a different child
Kinds of Voices or Semi-Choruses
– Light or High voices: for reading or saying lines that suggest fun, happiness, brightness. For asking questions, unless a male asks the question
– Dark or Low voices: for saying lines that suggest mystery, terror, sadness, solemnity. For answering questions, unless a female answers the question
– Medium voices: for blending all voices. For relating the narrative, for introducing the characters and for giving explanation
Steps in Choral Speaking
1) Read the poem selected for its content
2) Determine the type and the mood of the poem
3) Understand the meaning of the poem
4) Know the rhythmical nature of the poem
5) Read the poem with the children
6) Repeat the selection together
7) Apportion the parts and lines to the children
8) Make sure the voices blend properly
Values
1. It enhances greater appreciation for poetry
2. It enriches the art like experience by extending imagination and sympathy
3. It develops self-confidence and poise
4. It develops good speech habits, articulation and enunciation
5. It develops cooperation and social understanding
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