Professional Documents
Culture Documents
Literature-Based Approach
I. Learning Objectives
Given several exercises, the Grade 10 students are expected to do the following with 90%
accuracy:
a. identify the rhyme scheme of a poem;
b. distinguish a Petrarchan sonnet;
c. show an interpretation of the inconsistencies tackled in the poem “Love’s Inconsistency”
through a musical, art and drama presentation
B. Reference
Language in Literature, pp. 84-87
C. Materials
Visual aid
Pictures
Rubrics for the activity
III. Procedure
A. Pre-Reading
1. Motivation
-The teacher will ask the following questions.
Who among you here are active on social media, specifically on Facebook? Are
you following any university secret files page? What specific university secret
files page you visit the most? Have you read some of the confessions posted
there? What are the confessions about? Right, the top subject there is love.
They share their own stories and experiences about love. By reading those
confessions, what have you observed? Correct, there are sweet and bitter
moments.
-the teacher will now give a hint about their lesson for the day.
2. Unlocking of Difficulties
-The teacher will divide the class into 8 groups. Each group will be provided with 2
pictures and below each picture a jumbled word.
-Directions: Each group will arrange the jumbled word written below of each
picture. After arranging the jumbled words, post it on the board. The fastest group
to finish the activity with correct answers will receive a plus point on the quiz that
will be given later.
(Attached here with are the pictures used for this activity.)
B. During Reading
3. Post reading of the poem by the teacher.
The teacher will read the poem written on her visual aid that is posted on the
board, aloud.
Love’s Inconsistency
Francesco Petrarch
5. The teacher will call on random students to recite a line which struck them the most
and relate it to a situation that happened in their life.
C. Post Reading
6. Discussion
a. Intellectual Discussion
1. What was the poem about?
2. What inconsistencies in life are revealed by the speaker in the poem?
3. In what situation does one experience the following inconsistencies?
Having no peace although there is no war
Loving someone yet hating oneself
Having fear and hope at the same time
Wanting to perish yet asking for health
Having nothing yet seizing on all the world
b. Literariness Discussion
-
-The teacher will ask the students the ending words of each line.
Assign the letter a to the first ending word. Does the ending word in the second line rhyme with that in
the first? It doesn’t so assign to it the letter b.
Look at the ending word in the third line. Since it rhymes with likewise, assign to it the same letter
assigned to likewise (b). The ending word on rhymes with done, so assign to it the letter a, go on with all
the lines. Assign a new letter of the alphabet to each word that has a different rhyme.
-Afterwards, the teacher will discuss to them what is a rhyme scheme, a sonnet and a Petrarchan
sonnet.
7. Enrichment
-The teacher will divide the class into 3 groups and assign each group a kind of presentation that they
will use to show their own interpretation of the inconsistencies that were tackled on the previous poem.
Their presentation may be shown in a form of:
i. musical presentation
ii. art presentation
iii. drama presentation
-The teacher will announce the rubric for their presentations. There will be the same rubric for
their different tasks.
(Attached here with is the rubric for the activity.)
IV. Evaluation
Directions: Read the following poems. Identify which is a sonnet, then get the rhyme
scheme of the sonnet. Distinguish whether it is a Petrarchan sonnet or not.
V. Assignment
Directions: Make your own poem with 14 lines and following the rhyme scheme of a
Petrarchan sonnet.