NAME:
SUBJECT: Literature
LEVEL: Secondary 2
DURATION: 1 period (35 minutes)
TIME FRAME: Week 5, Term 1
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Text: About Literature 2
Skills: Poetry
Topic: Tone and Atmosphere
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Resources:
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graphic organizers - rubrics for presentation
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TB pg 12 - Power Point Slides
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KWL Worksheets - Pictures that would elicit various
emotions
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Pre- requisite:
Blogging skill
Literary device such as visual imagery.
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Lesson Objectives:
By the end of the lesson,
students will be able to:
-elucidate what is the
expressed tone by a literary piece.
-explicate author’s
intent, connection between two words and mood creation.
-apply tone and
atmosphere as literary technique to compose an original poem.
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INSTRUCTIONAL PROCEDURES
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PHASE
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CONTENT
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TEACHING STRATEGY
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PURPOSE
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Introduction
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Context:
Give one, get one
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Students are to understand how the meaning of a poem changes with
tone and atmosphere.
Students are to pick a card with pictures and say the word ‘yes’
based on the feeling shown in the card.
Select students to share how the different people change the meaning
of the word ‘yes’. (TB pg 11)
Students ponder on the question, ‘How do you think the tone provides
leads in understanding poem?’
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Lead-in activity.
Activate schema for concept of tone or how a poem is read, provides
very good leads in understanding poems.
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Body
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Poem:
Haiku by Basho; translated by Lucien Stryk
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Selected students read aloud the poem.
Students are to discuss the following questions using Numbered Heads
Cooperative Learning:
“What is the effect of combining ‘winter’ with ‘downpour’ in line 1?”
“Read the first line again, paying close attention to your
pronunciation. How do the sounds add to the tone and image?”
“Why do you think the poet speaks of the monkey and not a human
being?”
“Do you think the word ‘even’ is significant to the poem? Why?”
“How would you describe the tone of Basho’s Haiku?”
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Analyse how tone and atmosphere affect the meaning of a poem.
Comprehend the importance of visual imagery in explicating the
meaning of poem.
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Thinking Skills
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Explain the definition of tone and atmosphere
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Analyse the use of imagery in a poem.
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Individual Task
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Thinking question: How does imagery help in conveying the meaning of
a poem?
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Form word association
Create mental images
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Closure
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Individual Task and Homework
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Recap of lesson.
Reinforce lesson on the importance of tone and atmosphere in
identifying the meaning of the poem.
Students are to compose an original haiku using tone and atmosphere
as an effective literary device.
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Students to recall and apply what they have learned.
Students can use the inspiration from the nature. Use literary
devices such as visual imagery.
Students are to publish their haikus in a blog.
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