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MUDFLATS
(A Sample Daily Lesson Plan)
KRISTENE D. GUTO
Writer
Published by the
Copyright 2017
Written by:
Kristene D. Guto
Edited by:
Concepcion A. Dela Cruz
EPS I
This first digital edition has been produced for print and online distribution within
the Department of Education, Philippines via the Learning Resources
Management Division System (LRMDS) Region VI.
PREFACE
Capiz is a province endowed with a myriad of beautiful gifts. From its natural
resources to its very reputable and super-sumptuous seafood, Capiz also boosts its rich
cultural heritage. It is sad to think however, that these majestic affluences were unknown
to many, most especially to our younger generations. Take for instance the different
historical structures found within Roxas City, many of our students do not know that the
birthplace of the Last President of the Philippine Commonwealth and the First President
of the Philippine Republic is just a tricycle ride away and can be found in Rizal Street.
Jovita Fuentes and Daisy Hontiveros Avellana were National Artists for Theater and
were proudly Capizeas.
Making this information available in our schools will foster patriotism and self-
pride strengthening students nationalistic identity. That is why the Department of
Education is doing its best to contextualize the lessons most especially in English for
notoriety in thought that before we study other countrys literature and culture, we study
our own to realize that there is beauty around us.
With this learning material, it is expected that students become aware of their
local heritage, hence, they become proud of who they are as Capizeos the
uniqueness, ingenuity and creativity.
Writer
KRISTENE D. GUTO
LESSON PLAN IN TEACHING LOCALIZED LITERATURE
By: Kristene D. Guto
Capiz National High School
Division of Capiz
CONTENT STANDARD
The learner demonstrates understanding of how Anglo-American
Literature and other types serve as means of enhancing the self; also how to use
processing, assessing. Summarizing information, word derivation and formation
strategies, appropriate word order, punctuation marks and interjections to enable
him/her to participate activity in a speech choir
PERFORMANCE STANDARD
The learner actively participates in a speech choir through using effective
verbal and non-verbal strategies based on the following criteria: Focus, Voice,
Delivery, Facial Expressions, Body Movements/Gestures and Audience Impact.
I - OBJECTIVES:
At the end of the lesson, students are able to:
1. Share prior knowledge about Diwal the primary product of Capiz..
2. Analyse literature as means of discovering true Capiznon identity..
3. Identify and explain the poetic devices used in the poem An Angel in the
Mudflats (Rhymes and Sounds).
IV LESSON PROPER:
The Jumpstart
Introduce the importance of poetic devices and why is there a need to
study them.
Give them a copy of the poem and ask them to share some knowledge
about the topic.
1
AN ANGEL IN THE MUDFLATS
By: Kristene D. Guto
Rhyme:
Remember that rhyme is part of what we mean when we say poetry
is musical. When the ending sounds of words are repeated, we call it
rhyme. Rhyming words do not appear only at the end of the lines (end
rhyme) in poems, but they may appear within the line (internal rhyme).
2
Onomatopoeia:
The poet used words that suggest sounds and at the same time
describe actions being made.
Onomatopoeia is a sound device used by poets to suggest actions,
movements, and meanings
Assonance:
The repetition of vowel sounds within words;
Ex: along the window sill, the lipstick stabs glittered in their steels
shells
- Rita dove, from Adolescence III
Consonance:
The repetition of consonant sounds within and at the end of the words.
Repetition:
A word or group of words repeated in the poem to add drama and
emphasis.
Imagery:
Through the words used by the poet, as expressed by the
persona/speaker, are the words that appeal to the senses - vivid images,
clear sounds and exact feelings conveyed.
Generalization:
Reading a poem paves the way to making meaning in life. It allows you to
share certain experiences. Oftentimes, you find and share something more in
common with the poems content than you originally thought; this makes the
poem meaningful.
3
V - AFTER THE LESSON
Take your side
Group the students into five and let them do the activities below anchored
on the poem An Angel in the Mudflats by Kristene D. Guto
Give them 10 minutes to work on them.
4
Group 4: Again, again and again
Read the poem silently and look for repeated lines.
Think of the feelings evoked by the line.
Share with the class
Copy the chart shown below and fill it out with the entries called for.
V EVALUATION:
Conquer the stage
The teacher lets the students explain their outputs in class following the
rubrics attached:
Furthermore instruct the students to integrate Capiznon Identity in their
presentation.
VI AGREEMENT:
Now, find out how the poem An Angel in the Mudflats by Kristene D.
Guto provides cherished pieces of information about the Capiznon culture.
5
RUBRIC IN GROUP REPORT / PRESENTATION
Criteria
Trait Pts.
1 2 3 4
Content Presentation
Presentation
Did the had an
had moments
presentation Presentation exceptional
where
have valuable Presentation had a good amount of
valuable
material? contained little amount of valuable
material was
to no valuable material and material and
present but
material. benefited the was
as a whole
class. extremely
content was
beneficial to
lacking.
the class
Collaboration The
Did everyone Presentation The
The
contribute to There were had presentation
presentation
the minimal signs organizing was well
lacked
presentation? of ideas but organized,
organization
Did everyone organization could have well
and had little
seem well- or been much prepared
evidence of
versed in the presentation. stronger with and easy to
preparation.
material? better follow
preparation.
Organization Presenters
Presenters Presenters
Did the were not
Presenters were were all very
presenters consistent
were occasionally confident in
speak clearly? with the level
unconfident confident delivery and
Did they of
and with their they did an
engage the confidence/
demonstrated presentation excellent job
audience? preparedness
little evidence was not as of engaging
Was it obvious they showed
of planning engaging as the class.
the material the classroom
prior to it could have Preparation
had been but had some
presentation. been for the is very
rehearsed? strong
class. evident
moments.