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I.

OBJECTIVES

At the end of the lesson, the students are expected to:


a. decode the meaning of the words that are used in the poem through context clues;
b. express emotional reactions to what was asserted or expressed in the poem; and
c. reflect on the message of the poem through interpretation, writing, dialogue and drawing.

II. SUBJECT MATTER

Topic: “Letting Go’’ by Judy Burnette


Reference: English Book
Internet (http://www.netpoets.com/poems/sad/0319023.htm)
Materials: Visuals, Speaker, Balloon, Strips of paper
Values: Emotional Toughness; Faith
Skills: Listening, Speaking

III. PROCEDURE

Teacher’s Activity Students’ Activity


A. KNOWLEDGE
Good morning, class! Good morning, ma’am!

1. Motivation
To start the day, I want you to imagine the
most important person in your life.
I will give you strips of paper where in you
will be writing the name of that person.
Thereafter, you will stick the strips in these
balloons.
(the students will do the activity)
Now, let us go outside to see what will
happen to the balloons as we release them.
After that, please go back to your respective
seats quietly.
(the students will go outside to watch the
balloons)
This time, we will listen to the song titled, “I
DON’T WANT YOU TO GO’’ by Khyla.

As we listen to the song, imagine that the


person whom you have written on the strips
of paper went away with the balloons.
What would you feel?
Student 1: I would be hurt
Student 2: Since my Mama is the most
important person in my life. I would feel
There you have it! miserable without her.
Please hold on your feelings and emotion as
we ponder to our next lesson this morning.

B. PROCESS

1. Presentation of the Lesson

The activity that we did and the song we


listened had something in resemblance with
our lesson this morning which is titled,
“Letting Go’’ by Judy Burnette.
2. Author’s Background

Judy Burnette is a writer. She is known to her


best poems. She was born on November 15,
1945 and died on July 5, 1999 at the age of
53 years old. She had been residing in Spuce
Pine, Mitchelle, North Carolina.

3. Unlocking of Difficulty

As you see, I have here a big hand holding


the birds. In order to set the birds free, we
need to move the birds to their
corresponding definitions. To help you
accomplish the activity, I have used the
words and expression in context clues.

Are you ready? Yes ma’am!

- The love of God to his people is


unconditional.
- The burn will heal in a couple of weeks,
but it will probably leave a scar.
- Some meet their soul mate but find out
that they are in love with someone else.
- John reroutes his way in going to school
in order for him to reach the school early.
- Her father was a very gentle man who
never got mad at anyone.

- Love (n) an affection for a person


- Heal (v) to become healthy or well
again
- Soul mate (n) a person who is perfectly
suited to another
- Reroute (v) to change the course of
direction
- Gentle (adj.) showing a kind and quiet
nature
DISTRACTOR
- Feeling of dislike
- To become ill
Who wants to use any of these words in a
sentence?

Very good class! (the students use the words in a sentence)

4. Reading Phase
a. First Reading
(the teacher will do the first reading in the
poem)

b. Second Reading
Let me now hear it from you.
Let’s have it by group. I will divide you into
five groups.
(the reading of the poem will be done
through “chain reading’’)

C. UNDERSTANDING

Did you understand the message of the


poem, class? Yes, ma’am!

To test whether you really understood the


poem, let’s do this activity.
(The students will interpret each stanza
through “PICK and THINK’’ activity) (the students will do the activity)

Group I The stanza tells us that the persona is


How do you walk away from someone confused and doesn’t know what to do with
you love their relationship.
And take the road of friend;
Can you reroute the course you have
taken and start over once again?

Group II The stanza denotes that she really doesn’t


I don’t really want to let you go want to let go because she still loves the
But inside me I know I must; person but trusting their decision will both set
The times we’ve loved. . . the times them free.
you’ve left
My hearts says stay. . . but it’s my mind I
must trust

Group III The stanza emphasized that they need to


We have shared so much together let go and move on. The memories and
Laughter. . . fun times. . . tears; experiences they shared will just keep from
Yet sometimes we can’t turn back time their hearts and that letting go is the best way
We must walk away and allow ourselves to mend their broken hearts.
to heal

Group IV The stanza depicts that there will be a time


I know one day you will be happy that both of them will be happy and find their
And your soul mate you will find; destiny.
I know we each have one out there
Even if for now. . . only in our minds.

Group V The stanza relates that though the


May life be gentle with you relationship did not seem to be the best one
May God’s best come your way; for her, she will soon realize that her decision
And some quiet tomorrow of letting go is the best thing to do.
You will realize things were better this
way.

Excellent, class!
This time, I want you to dig deeper and
widen your horizon on the poem by simply
participating to our next activity called,
“QUICK, DIG FIX”.

The goal of this activity is to answer the


question pasted on its broken parts of a
figure in order to fix it.

(the students answer the fallowing


questions pasted in the broken pieces of
figure)

Who is the persona in the poem? The persona in the poem is the author
herself.
Very good!

What is the prevailing emotion or feeling


that is expressed in the poem? The prevailing emotion or feeling being
expressed in the poem is sadness.
Right. That further draws us into the heart
of the poem.

What do you think is the theme of the


poem? Student 1: It simply tells us that nothing is
permanent in our life.
Student 2: The greatest act of life is letting
go.
Who can relate the central idea of the
poem into real life situation? Student 1: There are things that we don’t
want to happen but have to accept, things we
don’t have to know but have to learn, and
people we can’t live without but have to let
go.
Student 2: We let go and move on with our
lives not because we want the friends, family
and the universe to realize our worth, but
because we finally realize our own worth.

That’s right!
Letting go doesn’t always mean that
someone has to suffer. Hidden on it is a
great joy as they always say, “There’s a
rainbow after the rain right”.
Did you get it? Yes, ma’am!

When was the time that you have to let go


of someone who is very dear to you? How
did you face it? Student 1: When I was still young, I was in
a deep pain because my mother decided to go
Abroad. I was able to face it by focusing on
looking upwards and inwards or reestablishing
my self-identity and self-worth.

Student 2: I once had a friend who is


always with me. We do things together, play,
study, and hang out. But it came to a point
where in she had to pursue her dreams. That
was the hardest point in my life but I was able
to face it by using the mindset of possibility to
fuel an even brighter today and tomorrow.
What positive attributes should we
possess in order for us to lessen the pain
of letting go? Student 1: We should always be strong.
Student 2: Positive acceptance

Let me leave this foundational 5 W’s in the


art of letting go.
 Wisdom
 Worthiness
 Wholeness
 Wealth
 Well-being

If we have this 5 W’s definitely whatever


tribulations we have in life we can easily face
it. Above all, press on and believe that God has
something on his hands and he longs to
bestow upon you.

D. PRODUCT

There you have it!


We succeeded in fixing the persona’s
broken heart.
For your next activity, let’s divide the class
into four groups. (the class will be divided into four groups)

I prepared here four cards and inside the


cards are instructions on the task that will be
given to you. I want leaders of each group to
come in front and draw from these cards the
task you will perform.  Group 1 - assume that you are in a talk
show and perform an interview with
someone who has undergone the
challenge of letting go.
 Group 2 – interpret the message of the
poem in a tableau form and discuss it
in the class.
 Group 3 – show the effect of the
theme of the poem through a poster.
 Group 4 – write a letter to God
thanking Him for giving you enough
fortitude to be able to let go of the
things you have to let go.

(The teacher presents the criteria on how


the performances will be graded.)

I will give you five minutes to accomplish


your task.

In this activity, you will be tasked to rate


the output of your classmates according to its
quality. Each group will be given scoreboards
containing the degree of the quality of their
output. So you are ought to raise card that
best describes their performances.
Raise EXCELLENT if their performance is
considered too close to perfection, meaning,
they only commit minimal errors.
Raise PROFICIENT if the group did a good
performance and committed a few errors, and
raise BETTER LUCK NEXT TIME if the
performance of the group need total revision. ( Each group will present their task.)

Splendid performance, class!


Let’s give everybody a round of applause.

IV. AGREEMENT
Construct an essay related to theme “To
say goodbye is to die a little”. (10 points)

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