Quarter 3: Poetry Topic 1 The Nature, Features and

Elements of Afro-Asian Poetry

Timeframe: 10 days

STAGE 1

Content Standard:

The learner demonstrates understanding of the nature, features,

and elements of Afro-Asian poetry to distinguish it from the poetry

of other cultures.

Performance Standard:

The learner writes a cultural report that shows the

differences between Afro-Asian poetry and the poetry of other

cultures

Essential Understanding: The nature, special qualities, features,

and elements of Afro-Asian poetry work together to set it apart from

the poetry of other cultures.

Essential Question/s:

How different or similar is Afro Asian poetry from poetry of other

cultures?

Learners will know:

• The basic features, elements and special qualities of

African poetry

• The basic features, elements and special qualities of Asian

poetry

• The different rhetorical background culture, customs and other

societal factors that helped shaped the Afro-Asian poetry

• Imperatives in giving emphasis to one's feelings,

actions, thoughts and observations

Learners will be able to:

• describe the nature, features and elements of African

poetry

• discuss the nature, features and elements of Asian poetry

• relate the essence of Afro-Asian poetry to the present

context of Africa and Asia

• emphasize one's feelings, actions, thoughts and

observations through the use of imperatives.2

STAGE 2

Evidence at the level of

Product or Performance Task:

Understanding Performance

A Cultural Report on how Afro-Asian poems

highlight their culture, traditions, beliefs,

attitudes and societies.

The learner should be able to demonstrate

understanding covering the six (6) facets of

understanding

Explanation

Discuss the nature, special features and

elements of Afro-Asian poetry

Interpretation

Analyze the distinct

qualities of Afro-Asian poetry

Application

Present a Cultural Report on

what shaped a specific Afro-Asian poem.

Perspective

Compare Afro Asian language, oral traditions

and poems that reflect their customs, culture

and societies.

Empathy

Evaluate own and others' oral delivery

of Cultural

Reports.

Self-Knowledge

Recognize one's knowledge, strengths and

values as effect of one's understanding and

appreciation of Afro-Asian poem read.

Performance assessment of A Cultural

Report based on the following criteria:

• Focus/ Content

• Accuracy Organization

• Visuals Relevance

• Delivery

• Appeal/ Impact

• Voice 3

STAGE 3

Teaching/Learning Sequence:

1. EXPLORE

At this stage, the teacher should be able to do the following:

• Establish learners' awareness on the desired result that is for him or her to demonstrate literary

understanding of the nature, features and elements of Afro-Asian poetry to distinguish it from the poetry

of other cultures.

• Introduce the EQ, "How different or similar is Afro-Asian poetry to poetry of other cultures?"

• Conduct a needs assessment to check learner's readiness and competence on the pre-requisite skills to

the task at hand (both in poetry and language readiness).

• Let the learner share their knowledge on Afro-Asian Literature particularly poetry.

• Inform the learners of their major output, that is, a cultural Report, and that they will be assessed based

on a given set of criteria. 4

Suggested Activities:

Activity 1: Spotlight

1. Divide the class into two groups.

2. Ask each group to come up with a name. The first group will use an African name and the second group will use an Asian name.

3. Each group will select three (3) representatives who will sit in front of the class, before an imaginary spotlight, one at a time.

4. The representative will wear a blind fold and will guess the word to be flashed by the teacher on the board.

5. The representative will first guess the category from which the word belongs (e.g. person, place, etc) before guessing the word itself while

the rest of the group members will just say "yes", "no" or "maybe".

6. Group Africa will guess the magic words reflective of African culture. Do the same with Asian group. Make sure that the words are easy and

familiar. Use photos if possible. The words below may be used:

African Asian

Coffee Elephant Pyramids of Egypt Buddha Siomai Taj Mahal

7. Each representative will be given 2 minutes to guess the magic word.

8. The group with the most number of guessed words wins the game.

9. Process the activity by asking the following questions:

a. How did you feel about the game?

b. Are you familiar with all the words used flashed on the board? 5

Activity 2: Fun with Proverbs

Below are African and Asian proverbs.

1. Ask students to choose two (2) proverbs from each group and arrange the words to form a figure.

2. Let them write their interpretation of the proverb they have chosen.

Example:

Meaning: One should strive on his own if he/she wants to succeed.

African Proverbs Asian Proverbs

1. "If you don't stand for something, you will fall for something".

2. "A cutting word is worse than a bowstring, a cut may heal, but the

cut of the tongue does not".

3. "If you climb up a tree, you must climb down the same tree".

4. "It is not what you are called, but what you answer to.

A chattering bird builds no nest".

5. "If you run after two hares you will catch neither".

1. "In this world there exist no such impossible tasks, they fear

only those with perseverance."

2. "A spark can start a fire that burns the entire prairie."

3. "If the roots are not removed during weeding, the weeds will

grow again when the winds of Spring blows."

4. "I hear and I forget; I see and I remember; I do and I

understand."

5. "When something has been said, a team of four horses

cannot overtake it." 6

Activity 3: Border Lines

1. Divide the students into two groups.

2. Let the first group listen to the song "Reflection" from the animated movie "Mulan"

3. The second group will listen to the song "Circle of Life" from the animated film "Lion King"

4. The group members must write in meta strips the part of the song that strike them the most.

5. Post all the meta strips on the board.

6. Responses must be discussed through a short group discussion.

7. A reporter will present the output to the class.

8. Process the activity by asking the following questions:

a. Why do you find the lines striking?

b. How are these lines related to the culture of the place where the song has originated?

c. What do these lines say about people, attitudes, culture, ideals, heritage and traditions in Asia (for "Reflection") and Africa (for

Circle of Life)?

d. Are there similarities in terms of the song's message in general?

9. You may use the students' responses as springboard for the EQ.

Activity 4: The Rain Song

1. Below is the "Rain Song" an old song from Africa.

2. Ask students to group into four.

3. Give them a few minutes to come up with a melody they can use for the song.

4. Ask each group to sing the song in front of the class

5. Process the activity by asking the following questions:

• How did you feel while singing the song?

• Was it difficult to create your own melody for an unfamiliar song written in unfamiliar language?

• Do you think that your melody fits the lyrics?

• What does the song reveal about Africa?

• What commonalities between the Philippines and Africa did you discover through this activity?

• Which relationship was identified between this song and Afro-Asian poetry? 7

Rain Song

Zulu Language

Imvula, Imvula (eem-voo'-lah)

Chapha, chapha, chapha (c=click sound with tongue in back of

Chapha,

chapha, chapha front teeth,like the sound of exasperation) (cah'-pah)

Imanz'impahla yam'

Imanz'impahla yam' (ee-mahn'zeem pah'hla yahm)

Gqum, Gqum, Liyaduduma

Imanz'impahla yam'

English Translation

"It's raining, it's raining

Chapha, chapha, chapha

Chapha, chapha, chapha (sound of the rain falling)

My clothes are getting wet,

My clothes are getting wet.

Gqum, Gqum (sound of the thunder)

There's the thunder!

Gqum, gqum,

There's the thunder!

My clothes are getting wet,

My clothes are getting wet!

Activity 5: If God is a Poet

1. Ask the students to listen to the song "Heal Our Land" by Jamie Rivera.

2. Post a copy of the lyrics on the board.

3. Process the activity by asking the following questions:

• Did you enjoy the song?

• How did you feel while listening to it?

• In what particular situations would you like to sing the song?

• Who do you think are talking in the song?

• Describe the persona of the ones talking in the song?

• What does the other person like the other one to do?

• Go over the lyrics and comment on the highlighted words.

• What do these words tell you? 8

HEAL OUR LAND

By Jamie Rivera

Humble your selves and pray!

Turn from your wicked ways

Heal our land.

Hear our cry.

Turn our nation back to you.

Hear us Oh Lord!

Forgive our sins.

Heal our broken land.

Turn us from our wicked ways.

Come, heal our land!

2. FIRM UP

Activity 6: The Tale of the Two Poems

1. Divide the class into two groups.

2. Provide the first group with a copy of the poem "Africa" by David Diop and "Africa's Plea" by Roland Tombekai Dempster for the second

group.

3. Ask each group to analyze the poems and highlight the words, lines and stanzas that strike them the most.

4. Process the activity by asking the following questions:

• What African qualities do these lines express?

• Do you think there is a way of liberating themselves from slavery?

• What do you think they are all craving for? Why?

• Do you feel the same way? Why do you say so?

• Would you say that discrimination exists in African society? Single out lines from

the poems that prove this claim.

• What kind of discrimination exists in African society?

At this stage, the teacher should be able to the following:

• Make the learner understand the nature, features and elements of African poetry; Asian poetry through the variety of

authentic activities.

• Engage them on the following meaningful and challenging activities to analyze, generate and test their understanding

• Provide feedback to check for understanding. 9

AFRICA

David Diop

Africa of proud warriors in ancestral

savannahs

Africa of whom my grandmother sings

On the banks of the distant river

I have never known you

But your blood flows in my veins

Your beautiful black blood that irrigates the

fields

The blood of your sweat

The sweat of your work

The work of your slavery

Africa, tell me Africa

Is this your back that is unbent

This back that never breaks under the

weight of humiliation

This back trembling with red scars

And saying no to the whip under the midday

sun

But a grave voice answers me

Impetuous child that tree, young and strong

That tree over there

Splendidly alone amidst white and faded

flowers

That is your Africa springing up anew

Springing up patiently, obstinately

Whose fruit bit by bit acquires

The bitter taste of liberty.

AFRICA'S PLEA

Roland Tombekai Dempster

I am not you -

But you will not

Give me a chance,

Will not let me be me.

"If I were you"

but you know

I am not you,

Yet you will not

Let me be me.

You meddle, interfere

In my affairs

As if they were yours

And you were me.

You are unfair, unwise,

Foolish to think

That I can be you,

Talk, act

And think like you.

God made me me.

He made you you.

For God's sake

Let me be me.

Activity 7: The Heart of the Poem

1. Ask the students to work in groups of four (4) and assign each group an African/Asian poem to read.

2. Tell them to find out how the author expresses real-life experience through the following questions:

• What is the poem about?

• Who is speaking in the poem?

• What emotion does it communicate?

• Are there lines which you oppose?

• How do you feel about the poem?

• What is the intention of the author in writing the poem?

• How does the message of the poem appeal to you as a person?

• What does the poem tell about the way of life in the place where it originated?

• How do rhyme and sounds shape the meaning of the poem?

Activity 8: One with Japan

1. Group the class into four (4).

2. Provide them with a copy of the poem "A Japanese Song from Aomori".

3. Let them work on one stanza per group.

4. Process the activity by asking the following questions:

• What is the theme of the stanza assigned to you?

• What does the change of season bring about?

• What does this imply about Japan as a country?

• How does this change affect the Japanese?

• Do you think such change affects your life too? In what way?

• Which of the two seasons in the Philippines do you like better? Why?

• If you were in Japan, which season would you like the most and why?

5. Ask them to accomplish the table below:

Japan

Philippines

Similarities Differences 11

Activity 9: Lines and Rhymes

1. Have the students read the poem "The Free Bird and the Cage Bird" by Rabindranath Tagore.

2. Ask them to single out the lines that express a command or request.

3. Explain to them that these lines are called imperatives.

4. Process the activity by asking the following questions:

• What are the lines that express command or request?

• How important are they in the poem "The Free Bird and the Cage Bird"?

• How could imperatives be of great help to us?

Activity 10: Empire-ratives Work!

1. Group the students into four (4) representing four (4) empires.

2. Ask them that each group must come up with a name. Two groups for African Empire and another two for Asian empire.

3. Each empire will draft a list of laws and rules to be followed by them as they establish their kingdom.

4. Make sure that imperatives are used in drafting the list.

3. DEEPEN

Activity 11: Songs are Poems Too!

1. Invite students to work in groups of five (5), and give them lyrics of the following songs "Lead Me Lord" by Gary Valenciano, "Sing Me Your

Song Again Daddy" by Cherry Gil, "Lift Up Your Hands to God" by Basil Valdez, and "Please Be Careful With My Heart" by Sarah Geronimo

and Christian Bautista.

2. Ask them to single out all the imperatives used in the poem.

3. Encourage them to share with the class their personal experiences when they have to say these imperatives/lines.

4. Allow them to connect, compare and reflect on these experiences.

5. Process students' answers.

At this stage, the teacher should be able to do the following

• Provide learners with thought provoking questions that will make them reflect, revisit, rethink and revise their earlier assumptions

about African poetry; Asian poetry.

• Address the learner's uniqueness, their strengths and weaknesses by providing them with differentiated instruction as needed.

• Engage them in meaningful and challenging activities that prompt cooperative learning and reinforce what they have learned.

• Engage them in meaningful self-evaluation

• Provide feedback to check their mastery of Essential Understanding and Content Standard. 12

Activity 12: Plot in a Map

1. Group students into five (5)

2. Provide each group with a copy of a geographical map of Africa and Asia

3. Using pre-researched Afro-Asian poems, plot a dot in each country where these poems originated. Then draw a line to connect the dots.

4. Process the activity by asking the following questions:

• How did you feel while doing the activity?

• What do the dots and lines reveal about Afro-Asian poetry?

• What does this imply?

• What commonalities are established by your dotted map?

• What does this mean to you as part of the continent?

AFRICA ASIA 13

Activity 13: Poems everywhere!

1. Encourage the students to design a poster and decorate it with selected lines from their favorite Afro-Asian poems.

2. Underline the imperatives used, if there are any, and post them on the school areas where they are applicable (e.g canteen, library, garden).

Activity 14: School Tour

1. Ask the students to go to the canteen, library, garden, shops, learning centers.

2. Encourage them to observe interlocutors' behaviors and record them in their notebooks.

3. Relate these recorded behaviors in any of the theme in a chosen Afro-Asian poem.

4. Process students' answers.

Activity 15: Imperatives in Student Handbook

1. Ask students to go over the student handbook.

2. Look up rules and regulations for student discipline.

3. Single out imperatives used in the document.

Activity 16: My Afro-Asian Poem Uniqueness Checklist

1. Divide the class into five (5) groups.

2. Ask them to choose an Afro-Asian poem to evaluate.

3. Recall the nature of all the poems discussed in this topic.

4. Accomplish the checklist below.

Characteristics Prevalent Somehow

prevalent

Not prevalent

Comments and Suggestions:

Conclusions:

• Provide feedback to check standard and essential understanding. 14

4. TRANSFER

Activity 17: Dear FriendBook (FB)

1. Ask the students to bring a short bond paper.

2. Each student must build a web page entitled "FRIENDBOOK" or FB

3. Encourage them to post a "shout out" on their FB (FriendBook) Home Page.

4. The "shout out" must contain their personal reflection about Afro-Asian Poetry and how they are to promote it.

5. Let them roam around the room to ask their classmates to either "like", "tag" or "comment" on their "shout out".

6. You may refer to the example below:

FRIENDBOOK

At this stage the teacher must be able to do the following:

• Have the learners make independent applications of their understanding of Afro-Asian Poetry as well as the language forms.

• Make learners orally recite selected poem.

• Make learners orally interpret selected poems.

• Have them see the connections/links of the poem recited with the real world.

• Give feedback for understanding.

Paste your primary

photo here!

Write your "shout out" here! 15

Comments:

Activity 18: Afro-AsianWall

1. Group students into four (4).

2. Ask them to make a collage using photos of Africa and Asia- people, lifestyle, culture etc.

3. Use a whole cartolina sheet for this output.

4. Post the output on the wall.

5. Ask a representative to present the group's work. 16

Activity 19: SK Chairman for a Day

1. Ask the students to assume the role of a newly elected SK Chairman

2. Using a short bond paper, ask them to list a set of rules for youth of their age.

3. Use imperatives in writing the rules.

Activity 20: Cultural Report

1. Write a report on Afro-Asian culture.

2. Tell them that the report will be assessed based on the following rubrics:

• Focus/ Content

• Accuracy

• Organization

• Visuals

• Relevance

• Delivery

• Appeal/ Impact

• Voice

3. Present the Cultural Report to the class.

Note: The teacher will assign weights or indicators to each criterion.

Set of Rules

10. 17

RESOURCES (Website, Software, etc.)

1. "The Free Bird and the Cage Bird" by Rabindranath Tagore

2. "Reflection" by Lea Salonga from the animated film "Mulan"

3. "When you believe" from the animated film "Prince of Egypt"

4. "Lead Me Lord" by Gary Valenciano

5. "Sing Me Your Song Again Daddy" by Cherry Gil

6. "Lift Up Your Hands to God" by Basil Valdez

7. "Please Be Careful With My Heart" by Sarah Geronimo and Christian Bautista.

MATERIALS

Sample Afro-Asian poems

Computer

CD/DVD

Internet

Graphic aid

Pictures

Art materials

Sample rubrics

Home | What's New | Help | Sign InSijo Email a friendManager:Books and Writing > Poetry

A community for those who read, write and enjoy Sijo, the most popular of Korean poetry forms. Sijo share a common history with haiku and other Japanese forms. Sijo is a modern term for a Korean style of lyrical poetry, originally called tanga (literally, "short song"). The sijo strongly resembles Japanese haiku in having a strong foundation in nature in a short profound structure. Bucolic, metaphysical and astronomical themes are often explored. The lines average 14-16 syllables, for a total of 44-46. There is a pause in the middle of each line, so in English they are sometimes printed in six lines instead of three. Most poets follow these guidelines very closely although there are longer examples. From Wikipedia.

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