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Lesson Plan in EWnglish 6

This document provides instructions for explicitly teaching students how to write a three-line, four stanza poem. It outlines the objectives, materials, and procedures for a lesson involving direct instruction on the elements of a poem, modeling example poems, guided practice completing poems, and independent practice for students to write their own three-line stanzas and combine them into a full poem. Students will learn that a three-line, four stanza poem has three lines per stanza and four total stanzas, and they will practice expressing feelings and emotions through poetry.

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Veron Garcia
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1K views

Lesson Plan in EWnglish 6

This document provides instructions for explicitly teaching students how to write a three-line, four stanza poem. It outlines the objectives, materials, and procedures for a lesson involving direct instruction on the elements of a poem, modeling example poems, guided practice completing poems, and independent practice for students to write their own three-line stanzas and combine them into a full poem. Students will learn that a three-line, four stanza poem has three lines per stanza and four total stanzas, and they will practice expressing feelings and emotions through poetry.

Uploaded by

Veron Garcia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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EXPLICIT TEACHING OF A WRITING SKILL : Writing a Three-line, Four Stanza

Poem

I. Objectives:

A. Identify the different elements of a poem.


B. Write a three-line, four-stanza poem. (EN6WC-Ia2.2.2)
C. Express one’s feelings and emotions thru a poem.

II. Subject Matter and Materials:


A. Topic: Writing a Three-line Four Stanza Poem
 Approach: Constructivism
 Strategy: Direct Instruction
 Activity: Tell-Guide-Act (TGA)

B. Reference: Essential English 6; p. 10;

C. PPT Presentation; activity cards; Manila Paper and Pentel Pen;


teacher made poems

A. Procedure
A. Preliminary Activities:
1. Spelling-Mastery
 deceive
 believe
 receipt
 conceited
 grievance

2. Pronunciation Drill
 Tongue Twister : Peter Piper

Step 1: Introduction/Warm Up
Song: “Little Peter Rabbit”

 Do you have pets at home?


 Among your pets, which is your favorite?
 Does it have a name?
 Do you love your pet? Why?
 Just like you, I also have pets but my favorite is Dwight!
 Can you guess what kind of pet is Dwight?
 Say: “This is Dwight, and yes he is a dog! I love him so much that I
was able to make a poem for her entitled, “My Favorite Pet”

Step 2: Teaching/Modelling (TELL)


Read the poem to the class
 What can you say about the poem? What does it show?
 Exactly! This poem shows how I love my pet and how thankful I
am to have not just a pet but a playmate, a friend and a buddy!
What I mean is, thru a poem we ca express our feelings and
emotions just what I did in this poem.
 Today, we will talk about the basic elements of a poem for you
to be able to write just like mine.
 Take a look at the structure of this poem: What are the
highlighted words here?
 How many stanzas does this poem have?
 How many lines are there in each stanza?
 Therefore, we call this a three-line, four stanza poem or more
commonly known as TRECET
 Can you please read the words after each line? What do you
notice?
 Let us summarize the information shown in this chart by filling
up the broken paragraph:

There are three important elements of a poem namely


_____________, ________________, and _______________.
Thru a poem we can express our _________________ and
_______________.

Step 3: Guided Practice (GUIDE)


A. Complete the poem below with words that rhyme with the
underlined word.

Silly Veron
1
There’s a silly little girl named Veron;

She went outside to see what’s

And very soon enough Veron was

2
Though she was lost, amidst the big crowd;

With all confidence, she stood so

She wanted to peek in but was never

3
Veron really thought it’s a Circus on site;
So she pushed herself in with all her

But to her surprise, it was only a cock


4
Then sadly she left and went home quick;

Afraid she saw Mother holding a

So swiftly Veron hid behind the s

B. In groups of 4, try to finish the poem below by supplying the last


line of each stanza.

My School

1
I study at Aguado Elementary School;
It is a great place I am making no fool;
_______________________________________

2
At AES I learned to read and write;
I count big numbers and spell words right;
_________________________________________
3
All the lessons, I have learned to hold
So I thank my teachers young and old;
__________________________________________

4
Aguado ES is where my heart is;
Wherever I go I will surely miss
___________________________________________

Step 4: Independent Practice (ACT)


Each group will write a three-line, single stanza poem using the
assigned guide questions on the activity cards. Then try to put the stanzas
together to make a three-line four stanza poem.
Group 1
 What makes up a family?
 How would you describe a family?
Group 2
 What does a mother do for the family?
 What does a father do in the family?
Group 3
 What does a brother do for the family?
 What does a sister do in the family?
Group 4
 What does the baby or the youngest do for the family?
 How should each member of the family treat each
other?

Step 5: Application:
In groups of five, choose a topic that interest you a lot. Then, write a
three-line, four stanza poem.

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