July
5, 2014
Semi-Detailed
Learning Plan
In
Grade 9
I.
OBJECTIVE:
at
the end of the discussion, the students are expected to:
a. define
rhyme scheme;
b. differentiate the classifications of rhyme scheme; and
c. construct a poetry using any of the rhyme schemes and present it using the Movie Maker.
II.
SUBJECT
MATTER:
Topic: The Rhyme Scheme
Reference: Journeying through Literature and Language
By: Lourna V. Tagay et.al.
Pp: 252-253
Materials: LCD projector,
laptop, white screen and speaker
III.
PROCEDURE
A.
Preliminaries
1.
Drill: Speak
Up!
Before the class starts, the teacher made sure that
there are sounds to practice as part of their speaking and reading proficiency.
Given a box of words students will say these words with the aid of audiovisual
presentation about:
The sound of sl /sl/
Read
these sentences with correct pronunciation.
1.
The slender model wears slacks.
2.
The sleeping baby woke up when her brother
slammed the door.
3.
The sleigh slipped in the highway full of
snow.
4.
The slave was saved by his landlord when a
robber tried to slay him.
5.
It was a good slate for the Democratic
Party.
1.
Review: Expanding
Horizon!
The teacher will present list of numbers in the white
screen with the help of LCD projector and laptop. One student then will select
a number and behind it is the student’s name.
The one selected will retell something about the topic.
The following questions are prepared from low thinking skills to higher thinking
skills:
1.
What is concept mapping?
2.
Make a summary about its concept.
3.
Interpret the given picture:
4..
Create a related idea about “dilemma” using
concept mapping in 10 seconds.
1.
Motivation: Examine This!
The
teacher will project a video talking about poetry.
A.
Presentation:
1.
Activity Proper: Journey to Rhymes of Poetry!
Poetry, like any other
forms of literature, has it’s elements. One of these elements is rhyme.
Rhyme refers to the
repetition of sounds within different words, end sound, middle or beginning. It
is important to note, however, that rhymes do not always occur between two
successive lines of verse.
Following are some of the
most common rhyme schemes.
1.
COUPLET
It
is made up of two lines, the end lines of each rhyme or have the same sound.
2. Quatrain
It
is made up of four lines. It may use one of these rhymes schemes- abab, cdcd, or efef.
3. Sestet
It
is made up of six lines using any of these rhyme schemes – ababcc, abbacc, or abcabc.
4.
Octave
It
is made up of eight lines using various rhyme schemes. The most commonly used
is ababcdcd.
1.
Analysis:
On Spotlight!
Read the following poems
of Emily Dickinson.
Identify the rhyme scheme
in each poem and write it below the poem.
·
An everywhere of silver, _____
With
ropes of sand _____
To
keep it from effacing _____
The
track called land. _____
Rhyme
Scheme _____
·
Delight becomes pictorial _____
When
viewed through pain, _____
More fair, because impossible _____
That
any gain. _____
The
mountain at given distance _____
In
amber lies; _____
Approached,
the amber flits a little, _____
And
that’s the skies! _____
Rhyme
Scheme ____
3. Abstraction: Pay Heed!
3. Abstraction: Pay Heed!
A “rhyme scheme” is a way of describing the pattern of end rhymes in a poem. Each new sound at the end of a line is given a letter, starting with “A”, then “B” and so on. If an end sound repeats the end sound of an earlier line, it gets the same letter as the earlier line just like the given examples:
4. Application:
Journey to different rhyme scheme poetry!
The teacher will form cooperative
groups of five students to read aloud
given poems to the class. Students will share their examination in line with
the topic being discussed.
IV.
EVALUATION.
Identify
the rhyme scheme in each poem.
V. ASSIGNMENT: Exploration!
construct a poetry using any of the rhyme schemes.
