I.

Learning Objectives Through proper(with stress, emotions and emphasis) poem reading of a masterpiece entitled One Little Rose the students should be able to: A. interpret the meaning of the poem through studying each of its stanza; B. practice the essence of remembering and loving people who become parts of their lives; and C. create a sketch of their understanding of the poem.

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Learning Content

A Reproduced Semi-detailed Lesson Plan in : English (Literature) Prepared by: Aclera, Kim B. Taclibon, Alithea III. Learning Procedure Preliminary Stages A. Apperception a. Call on volunteer to define a poem and state its elements. Sample Answer: A poem is something that follows a particular flow of rhythm and meter. The basic elements include: Rhythm, Theme, Meter, Stanza, and Rhyme. I.

IV.

Evaluation

V.

Assignment

A. Subject Matter: Poem Analysis of One Little Rose B. Reference: Wilson, K. (2010).Literature: Yesterday, Today and Tomorrow. McGrawHill. Publishing. Pp.(134-137) C. Materials: Red Crepe paper 3 ballpens Quote card. Soft background music Powerpoint presentation D. Concepts: 1. Poem- literary piece of well-arranged words that form meaning. 2. Flower- reproductive part of flower sometimes called bloom. 3. Poetry Analysis-investigation of poems structure. E. Skills: 1. Interpreting the meaning of the poem through studying each stanza; 2. Practicing the essence of remembering and true love to every person; and 3. Creating a sketch of their understanding of the poem.

(See Reproduction Part)

B. Motivation a. Call for three volunteer students to take part in making a flower using red crepe paper. Instructions: 1. Cut the crepe paper (wrapped) with a measurement of 3x4. 2. Have at least a meter of unwrapped crepe paper per individual. 3. Use the ballpen to create wave-like projections in one edge of the crepe paper. 4. Wrap the crepe paper in a counterclockwise direction forming a rose bulb- like material.

On a short coupon bond (8 in x 11 in), relate one thing to yourself and make a short poem of this relation. The poem should only comprise of three stanzas and four lines per stanza. This would be worth 20 points and to be passed on Monday(September 17,2012). Criteria: Use of proper words: 5 points Literary creativity: 5 points Self- to- Representative thing- relation: 10 points Total:20 points

F. Values: I'd rather have roses on my table than diamonds on my neck ~Emma Goldman It is better to laugh and shake hands using your heart and mind than using just only the teeth and hands which are superficial.

b. Ask selected students the following questions: When did you last give a flower to someone and what is that signifies? On what occasion do we usually give or associate flowers? And what flower is this? When did you last receive a flower?

Sample Answers: I last received a flower last mothers day.

It was just last Valentines Day when I gave a flower to someone I really cared and loved.

Birthday, Valentines, Christmas, Courtship Anniversary, and Funeral; It is a flower.

c. Relate the three answers mentioned. It is a wonderful feeling to receive a flower because it means that someone adores you for being you that made him or her give one of the most beautiful creations on Earth. But at times of grief it is also given as a sign of sympathy to the family of the late loved one. II. The Lesson Proper A. Immediate Preparation a. Present the poem through PowerPoint presentation accompanied with suitable background music. b. Read the poem with proper emotion accompanied with suitable background music to impart the message of the poem entitled One Little Rose One Little Rose (Anonymous) I would rather have one little rose From the garden of a friend, Than to have the choicest flowers When my stay on earth must end.

I would rather have one pleasant word In Kindness said to me, Than flattery when the heart is still And life has ceased to be.

I would rather have a loving smile From friends I know are true, Than tears shed round my casket When this world I've bid adieu.

Bring me all your flowers today Whether pink, or white, or red; I'd rather have one blossom now Than a truckload when I'm dead! B. The Hour of Appreciation a. Instruct the students to recite the poem with proper emotions/expression accompanied with background music similar to what was presented. The students should give emphasis to the meaning of the poem. C. Intellectual discussion a. Ask volunteer students to give the meaning of every stanza and/or relate to their lives (allow both gender to answer to have ideas from both ). Sample Answers: i. First Stanza: It is better to have at least one true friend than to have many friends that arent.

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Second Stanza: It is better to hear a truthful word from someone dearly although its just simple than hearing many wonderful words which are not true at all.

Follow up question: Explain the line: have one pleasant word in Kindness said to me, than flattery when the heart is still Sample answer: It is wonderful to just hear the words thank you and I love you when you are still alive than them saying pleasant words when your dead

iii. Third Stanza: It is better to give and receive a smile that indeed comes from the heart and not only from the teeth.

Follow up question: How do you value a smile?

It is more likely to treasure a true smile and make it last in your memory and make your days meningful

iv. Fourth Stanza: It is better to receive a simple gift which is more meaningful compared to a precious material which is invaluable.

D. Aesthetic discussion a. Call on volunteer students to answer the questions: If you would become a flower what it be and why?

Sample Answer: I would be an everlasting because it lasts longer.

I would be a chrysanthemum, although it is used in funerals it could

E. Reproduction On a short coupon bond (8 in x 11 in), make a sketch of the idea that the poem imparts and give brief explanation at the back of the bond paper. This activity is worth 10 points. Criteria: Relation to the poem: 5 points Explanation:5 points Total:10 points