Lesson Plan 1

Eileen May M. Guibone

Date: Sept. 6, 2016
Teacher: Maam Christy Lumin Sario
Subject: Eng 34.1

Subject Matter: Introduction to Poetry: Types and Elements

Duration: 2 meetings/ 3 hours
Objectives:
Students will:
1
2
3

Write their own list poem based on lines provided by the teacher.
Differentiate the types of poetry
And to analyze a poem using the elements of poetry

Materials: paper, pen, cartolina, markers, masking tape

Procedure:
1
2

The teacher will: engage students in a discussion of their knowledge about

poetry
Introduce the students to a sample of a basic list poem
A friend is a soft ear...
...a pillow
...a music box
...a helping hand
...a broad shoulder

Engage the students in an activity where they create their own list of poem
based on the first lines of the following: A mother is, Peace means, A song is,
and Love is.

2
3
4
5

Ask a few students to share their poem and based on the activity, formulate
their own definition of poetry.
Discuss the different meanings of poetry according to different authors and
how it is an expression of how we feel
Discuss the types of poetry such as Narrative, Lyric (Sonnet, Elegy, Ode, Song),
and Dramatic poetry, Free verse
Discuss the Elements of Poetry such as Rhythm, Meter, Rhyme, Imagery, Tone,
Diction, Theme, and Persona.

Evaluation
Analyze a poem titled Sonnet 1 by Jose Garcia Villa using Formalistic Approach.

Resources:

Ranalan, S. R., Montebon, C. G., Rada, T. C., Abellanosa, N. M., & Leyte, P.A. (2013
ed.).
Crossing Boundaries Through Literature. Davao City; Mutya.

Cantular, F. T. (2011). Perspectives: A World Literature Reader. Cagayan de Oro City;

Xavier University Press.

Lesson Plan 2

Eileen May M. Guibone

Date: Sept. 17, 2016
Teacher: Maam Christy Lumin Sario
Subject: Eng 34.1

Subject Matter: Analysis of Sonnet 1 by Jose Garcia Villa using Formalistic Approach
Duration: 1 hour and 30 minutes
Objectives:
Students will
1. Analyze the poem using the elements of poetry using formalistic approach
2. Differentiate the rhyme scheme and 2 literary devices present in the poem.
3.
Materials: cartolina, markers, masking tape
Procedure:
1. The teacher will engage students in a recap discussion of their knowledge
about poetry
2. Introduce the students to Sonnet 1 by Jose Garcia Villa.
First a poem must be magical,
Then musical as a sea gull.
It must be a brightness moving
And hold secret a birds flowering.
It must be as slender as a bell, 5
And it must hold fire as well.
It must have the wisdom of bows
And it must kneel like a rose.
It must be able to hear
The luminance of dove and dear. 10
It must be able to hide
What it seeks like a bride.
And over all I would like to hover
God, smiling from the poems cover.
3. Teacher will analyze the poem per line as well as ask the students their
thoughts and insights.
Line 1 suggest the subtle nature of poetry because of its indirect way of
communicating the idea it wants to express.
Line 2 musical as a seagull is a simile. The use of figures of speech as well
as rhythm and meter is what sets poetry apart from prose because it uses
various styles and musical devices which enhances the fluid flow of ideas
-The poem is a sonnet which contains 14 lines. It has a rhyme scheme of
aabbccddeeffgg and can be seen in the last words or each line.
-There are various figures of speech and musical devices used in the poem
including alliteration, assonance, consonance, repetition, and onomatopoeia.
Line 3 It must be a brightness moving suggest the main idea or insight
being developed in the poem from first to the last line.

Line 4 And hold secret a birds flowering. Suggest the literary devices
used by the poet to hide his message in secrecy as he delivers it. (Recall the
different figures of speech.)
In this particular poem, Villa used simile and metaphor.
Line 5 It must be as slender as a bell suggest the way poetry is written
which is in versified and stanzaic form. *Other poetic forms includes the
sestina, rubai, and haiku.
Line 6 And it must hold fire as well. This line balances the intellectual
assent (Line 3) with the emotive aspect which ordains poetry with the power
to move and touch the feelings of its readers.
Line 7 It must have the wisdom of bows suggest the image of a bow and
arrow and the power of poetry to penetrate the mind and heart of its readers
with its profound insights.
Line 8 And it must kneel like a rose. Suggest the poets use of imagination
to the composition and conveyance of his insight. Imagination is the main
engine that allows the poet to create vivid, compelling and effective images
in his poetics to get his/her intended message and feelings across. Readers
must approach poetry with their imagination.
Lines 9 & 10 It must be able to hear /The luminance of dove and dear
Uses juxtaposition with the sense of hearing with something that should be
seen suggest that poetry cannot be taken on the surface level because its
subtlety demands a reading that is not literal but critical as it touchbased
with reality and significant human experience presented in the text.
Lines 11 & 12 It must be able to hide/ What it seeks like a bride. These
lines suggest the commitment that seperates great poets from lesser poets,
great poetry from mere poetry.
Lines 13 & 14 And over all I would like to hover/ God, smiling from the
poems cover. Tells of the transcending power of the craft of poetry which
empowers a poet to create a luminous insight which could be a source of joy
and light.
4. Evaluation: The students will then be asked to write a short insight that they
have of poetry now that they have been introduced to one poem.
Resources:
Cantular, F. T. (2011). Perspectives: A World Literature Reader. Cagayan de Oro City;
Xavier University Press.