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Final Demo Lesson Plan Pollosco

This document provides a 4-day weekly lesson plan for teaching the poem "Telephone Conversation" by Wole Soyinka to 8th grade students. Over the course of the lessons, students will analyze the poem's themes of racism and social inequality. They will discuss how to treat people with equal respect regardless of appearance. Students will also learn unfamiliar vocabulary words, examine the poem's literary devices, and relate the poem's message to other works of art. The lesson aims to promote diversity, critical thinking, and open-mindedness among students.

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Myrn Pollosco
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3K views5 pages

Final Demo Lesson Plan Pollosco

This document provides a 4-day weekly lesson plan for teaching the poem "Telephone Conversation" by Wole Soyinka to 8th grade students. Over the course of the lessons, students will analyze the poem's themes of racism and social inequality. They will discuss how to treat people with equal respect regardless of appearance. Students will also learn unfamiliar vocabulary words, examine the poem's literary devices, and relate the poem's message to other works of art. The lesson aims to promote diversity, critical thinking, and open-mindedness among students.

Uploaded by

Myrn Pollosco
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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Polytechnic University of the Philippines

Sta. Mesa, Manila


College of Education
Ramon Magsaysay (Cubao) High School

A WEEKLY LESSON PLAN IN LITERATURE FOR


GRADE 8:
(February 16-19, 2016)
Telephone Conversation
(Poem)
byWole Soyinka

Prepared by:
MyrnilynPollosco

Submitted to:
Mrs. Marites T. Unabia
Noted by:
Mrs. Gina A. Anama

Description:
Last time, you've learned about a poem that shows the sufferings of
Africa. In this lesson, you will be exploring the relationship of Africans
with other people. This will also open your mind that we are all equal
no matter where we came from.
DAY 1
Task 1:
Objectives:

Express diverse opinions toward other people.


Reflect on the situation given.

Procedure:
The teacher will show two pictures. (One woman with a black skin color
and one with a white skin color.)

Give them this situation:


You are lost and you need someone to help you go back to the place
where you left. There are only two strangers near you (shows the two picture).
1. To whom will you ask for help?
2. Why did you choose her over the other?
3. Do you think it is fair to choose a person depending on their physical
appearance? What if you were in their position? What would you feel?
Task 2:
Objectives:
Describe what racism is.
Classify examples and non-examples of the word by means of pictures.
Procedure:
Show them a chart with a diagram.

Definition

Synonyms
Antonyms

RACISM
Examples

Non-Examples

Written on the chart is the definition, synonyms, and antonyms of the


word.
Explain the meaning of the word together with its synonyms and

antonyms.
Show them pictures and let them classify if it shows racism or not. Let
them place it on the chart.

DAY 2
Task 3:
Objectives:
Discover unfamiliar words.
Match unfamiliar words with its definition.
Procedure:
On a cut out telephone booth. The words are written on each square of
the door the definitions are written inside the booth it is in random
order.
The students will choose a word and match it with its definition.
1.indifferent - not caring; without
interest or concern
2. rancid - having an unpleasant
smell or taste, as through
decomposition, especially of fats or
oils.
3.squelching - to strike or press with
crushing force; crush down.
4. dumbfound - speechless with
amazement
5.sepia - reddish-brown color
6. spectroscopic - as if utilizing a
device to observe different aspects of
color.
7. flight of fancy - an unrealistic idea or fantastic view, a pipe dream
8.brunette (of a person) having dark hair and, often, dark eyes and darkish
or olive skin.
9.peroxide blonde - the color of hair that has been bleached with hydrogen

peroxide.
Task 4:
Objectives:
Analyze the background of the author and genre of the poem.
Reflect on the message conveyed in the poem.
Recognize the symbols, imagery, figures of speech, tone and theme of
the poem with the use of SIFT organizer.
Procedure:
Distribute copies of the poem.
Introduce the background of the author Wole Soyinka.
Read the poem first them the students will repeat after the teacher.
Questions for discussion:
1. What is the poem all about?
2. Who is the speaker of the poem? To whom is he talking to? What
point of view is used?
3. What are they talking about in the telephone?
Explain each stanza of the poem.
4. What is the attitude of the landlady towards the speaker? What is the
speakers reaction to this?

Fill up the SIFT organizer below by asking them what are the symbols,
imagery, figurative languages used and the tone and theme of the
poem.

SIFT M YIO G AMN U GEB R E O A R LNT Y SID V TE H L E A M N EG U A G E


DAY 3
Task 5:
Objectives:
Select line/s that they liked the most.
Explain their ownunderstanding of the line/s in the poem.
Procedure:
Show them a chart.
Title of the poem

Line/s that you like

What does it mean? (Explain it


in your own words)

Let them choose a line or lines in the poem that they like or most
appealing to them.
Write their understanding of its meaning.

DAY 4
Task 6:
Objectives:
Interpret the meaning of the poem.
Create a presentation that relates to theme of the poem.
Procedure:
Group the class into 2. Each group will be given a task.
Group 1- Sing a song that is related to the theme.
Group 2- Interpret a song that is related to the theme.

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