(#4) Grade 9 Learning Module

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YOUR JOURNEY

Normally you hear from people who care say, "Don't be your own roadblockto success!" This is the challenge you need to attend to amidst diffrculties andsufferings you may experience. This simply means you need to be aware of, face,

and,then remove the setbacks, burdens, and difficulties which at time upset you.To fear them is alright but you have to face these fears and live with them coura-geously. They are parts of the games you have to play to make your life better. Itis always in your hands for y-ou to start making the most out of these challenges.

This lesson begins with learning to cope with challenges to enhance yourself.

Further on, you'll confirm that you read poems not only for the exploration of

target concepts, but also for enjoyment and for the help it gives you to

und.er stand yourself as well as the people anywhere, anytime. Most importantly,the enhancement of your communication and literary skills are on top of all ofthese. The overriding and underlyrng concepts plus the tasks you'H engage in in thislesson will surely guide you to answer the BIG Question: IIow do I eope withchallenges in life?

YOUR OBJECTIVESGoing through the process of discovering the answers to this essential question,

you are expected to:

make connection between the present text and the previously read textassess the relevance and worth of ideas presented in the material vieweddraw generalizations and conclusions from the material listened touse s)monyms of words to clarify meaningsexplain how the tone of the poem helps clariff its meaninguse contractions proficientlymake use of lyric poem's feature in an advertising campaignuse effective ways of coping with challenges to enhance one's selfshow appreciation for the significant human experiences highlighted andshared during the discussion

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Since your direction is clear, you are now ready for -

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Gf YouR rNrrrAL rAsKs

fftsil t Twisters

' Interview three of your classmates as to the questions you have about copingwith challenges.

' Write at least three (g) questions (in line with coping with challenges) youhope to answer later.

work with your peers and reflect on this: what do you consider as yourchallenges in life?

Make a list of at least ten (ro) challenges experienced by stuilents like you:

copy the chart as shown, and fill it up with the entries called for.

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. Rankthem in their order of difficulty. Rank t the most ehallenging and 10 as

the least challenging.

. Ask them to decide what the most effective method of coping with challengesis.

. Rankthem in their order of effectiveness. Rank r the most effective and roas the least effective.

. Share your findings with the elass.

TASK 2 Constant Recall

One challenge you need to face is how to unfold and show appreciation for themeaning of a poem

. Work in groups of five and think back on the salient points, aspects, andelements of poetry to be given attention to in unfolding its meaning.

. Clarify the WHAT, WHY, and HOW of these aspects.

. Point out which of these elements (subject, theme, poetic devices, sounds,. tone, significant experience), you have yet

r' to touch on

t/ to explore

r' bunderstand

r' to master

. Emphasize which ones you nqed to give more attention to.

. Report your findings in class.

TAsK 3 Make a Synonym Match Challenge '

. Fill each blank with a single letter to form these pairs of words intosynonyms. Example:

-ACTUAL RUE

EACTUAL IRUE

1. _COLD_HIDE2. _EARNING_RAVING

B. -ALLY- CORE

4. _AVER_ALTER

5. -ROLIND-OIL

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Z. LIMB _ SCENT

8. _TUMBLE_RIPg._INDICATE_LEAR

10. \^TELLINC _ BOOB. Use these pairs in your own sentences.

TAsK 4 Highlighting the Focus euestion

How do I copq with challenges in life?

List logica-l temporary an$,v€rs to the foeus

Share yourlist with your classmates.

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question.

TAsK s What Do I Expect, Need, and Hope to Iearn?

Write your targets on what you expect, need, and hope to learn in this lesson.

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YOUR TEXT

TIISK e Why Not?

. Pair up and reflect on the following quotations.

. . Take turns in answering these questions.

r' What does each of the quotations suggest? . . .,

r' Do you agree with what eaeh quotation suggests? Why? Why not?

r' What does it take to face life's challenges? )

; Share your findings with the rest of the c-lass. ,

Work with a partner and look elosely at this pichrre. .' :

Talk about how the picture illustrates the same meaning being conveyed inthe quotations. Relate the two.

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y' How closely do you think the drawing matches your mental image ofcoping with challenges? Prove your point.

t. Share your findings with the rest of the class.

rnsx I Meaningful Life

Reflect on these questions:

t/ To what can you compare life?

' t/ Do words have the power to help a person get through hard/difficult times?

. Find out how a poem written by Langston Hughes will help you achieve in-sights about dfficult times.

. Listen to your teacher read the poern Mothir to Sonby Langston Hughes.

It's high time for you to focus on the context of the poem. Try this.

TASK g Small Group Differentiated Work

. Work in ten (ro) small groups.

. With ylur groupmates, read ttre poem aloud and perform your assigned task.

Gtoup t, Words, words, words

. As you read the poem,list the word.s that you find difficult.

. 'Share your findings with the class. '

Discover how the details in the,poem help a story.

Gtoup 2. Meaningful significant experience..

When you read a poem, you get to know the experience of other people. Ttrisgives you a better perspective on your relationship with others and how you'llreact to challenges in life.

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. Answer the following guide questions

1. Who is the speaker/persona in the poem?

2. To what does the speaker compare her life?

g. What is the speaker doing?

4. What kind of stairway is it?

5. What kind of stairway is the mother's life different from?

6. What does the mother tell her son?

. Copy the illustration of the stairs as shown and fill it up with entries called

for.

Group 3, Salient points

. Discover the answers to these questions.

r' What is the poem aborrt?

r' The poem is divided into thrde parts. Which lines of the poem talk, about hardships? Responses to hardships? Mother's advice to keep?

. Use the following table for your responses.

r' Which is the most interesting phrase in the poem? Why?

r' Which part makes you think of someone in true to life experience?

r' What do you think is the most probable purpose of the writer in writingthis poem?

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. Share your findings with the class.

Group 4. Message for you

. With your groupmates, discuss the answers to the following questions:

r' What poetic devices are used. in the poem?

r' Which one helps clarify the message more?

r' Which part do you like best? Why?

r' What do you think might have motivated the mother to advise her son?

r' Is the message of the poem worthwhile? Prove your point.

r' How important is the poem's message in your life?

r' What have you learned from it?

. Share your findings with the class.

Group 5.Qualities and attitudes displayed (Q&A)

. What approach to life do you think the persona intended to show in. the poem? Make a list of them. Plot them in the chart.

Persona's

Attitude Mixture

Good Not Good "Good Not Good

r' What new and special way does the poem give you?

r' How will it help you to become a better person?

. Share your hndings with the class. .

Group 6. More challenges

. Talk about how the speaker/ persona feels about the challenges in life.

. Explain her reactions to such challenges.

. Point out the lines or phrases that shed light on these.

. IJse a table like the one shown below for your responses.

Persona's feeling Reason Lines or phrases as

supports

. Share your findings with the class.

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Group 7. A key to.,. ., l

The speaker's/persona's attitude towards the subject canbe gleaned from thequality of the language the poet used. This is called the tone which can eitherbe formal or informal, serious or light. In most cases, tone is suggested by thequality of the language used by the poet.

. Choose from the list the tone used by the speaker/persona.

approving admiring , critical fearing playfulmimic

serious light

calm mocking polite angry persuasive envious anx-ious afraid rnysterious confused triumphant defeat-ed cynical hopeful defiant hostile sorrowful happydoubtful forgiving inspiiiniy

Note the words that reflect the poet's or speaker's attitude toward thesubject.

Select a single word (adjective) to identify the speaker's tone.

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r' how the tone changes,in the poem's last part I

r' the effect of the change r

r' the way the poet uses tone to emphasize the importance of copingwith challenges to enfiance one's self.

. Report back to class.

GroupS. Extended metaphor

An extended metaphor is a feature of a lyric poem that presents comparisonover several lines throughout the poem. Remember that a lyric poem is a highly

ooPERSONA

\_/

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musical verse of the observations and feelings of a single speaker.

. Notice how the speaker or the persona makes many comparisons fromthetrrst to the end line of the poem. Make a list of these comparisons.

Life Compared to

. Describe what the image of the crystal stairway suggests.

. Share your findings with the class.

Gtoup 9. Drawing conclusions

. Discuss which illustrates the persona's state of mind at the end of the

. Make a list of the choices offered to her.

. Consider the choice she made. What can you conclude as to the kind ofchoice she made?

. Find evidence to support your conclusion.

Share your ideas with the class. o

Group 1O. Types of poetry

. Thinkback and recall the three (g) tlpes of poetry.

r' How do they differ?

r' Which of them:

expresses vivid thoughts and feelings?

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. Mother to Son can be categorized under what tSpe? :i

r Recall the other poems you've explored in class and decide to what tlpeeach belongs.

. Share your ideas with the class.

TASK lO On Using Contractions

A. Find a partner and mull on how the following quotation relates to the messageof Mother to Sonby Langston Hughes.

"Our struggles, efforts to face difficulties in life, sacrifices, charity andfervent prayers are the seeds of our suceess. To be strong for storms thatlast not fgte'er as seasons change with God in control keep us standin'."

. Pay attention to the two underlined words. l

r' What do they have in common?

t/ What term do we use to identiff the expressions that use apostrophein place of omitted letter/s? ""

. Rereadthe poem,Mother toSonby Langston Hughes andlookfor samplesof poetic contractions (contractions used in a poem to syggest a differentculture, language use, etc.).

. State the effect of these contractions to the tone and message of the poem.

B. To use or not to use...

In five (5) minutes, correct each error in the use of contraction and possessivepronoun.

1. Who'se it's author? I 'z. Have you accepted they're opinion about coping challenges?

' g. Ttreir here to demonstrate they're understanding.

4. Its too late for you to go they're.

S. They're here to stay and its a.bout time too.

C. Contractions Game

. Form three (3) groups and play this game.

. Write each of these verbs in the index cards or slips of paper. ( will, could,is, have, do, does, did, can, are, was, etc.), and place the cards or slips ofpaper in a pile.

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. Take turns in turning each verb into a contraction with the word NOT.

. Each player tells and spells the contraction aloud, then uses it in a sen-

tence.

. Players get 5 points for each correct and complete answer.

. Consider the group with the most number of points as the winner.

D. Try It Out

. Imagine two personas, poets (from the two poems you like or find inter-esting) meet and have a meal together.

. Imagine how each one shares their thoughts on how to face challenges inlife.

. Make up fewlines of dialogue showing their sharing of ideas.

YOUR DISCOVERY TASKS

TASK I'I An Advice

Discuss how to wor\ with a student wh9 has been disappoir-Ited to the

point of disillusionment because of a problem.

What advice would you offer adults who work with young people

like this disillusioned adolescent.

Prepare abrief opal report alooutitt

Share your ideas with others.

Give comments and suggestions.

{2 Advice Collage

Create a collage based on your chosen lines or images from the poem.

Create photos or drawings that illustrate the message you want to convey.

Design the layout of your collage.

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Itsing your cgmmunication and literary skills learned, try the following.

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. Use the internet and other forms of technology to enhance your collage.

TASK 13 Nominee. Imagine that an international agency is going to give a Medal of Honor

Award to anyone who is able to inspire a lot of people through his/herpoem.

. Write a ldtter to the head of the agency and nominate your favorite poet

for the award.

r Remember to highlight the reasons for your choice.

. Read your letter in class.

TXtlSK {4 Musically Yours

of your understanding of the target concepts and to hone your com-munication skills?

YOUR FINAL TASK a

Obviously, you're all set to try this next phase of the lesson that will showyou how you can present an lnfo-Advocacy Campaign on Using Positive

Ways to Cope with Challenges. The criteria for assessment will be: Focus,

Content, Visuals, Clarity of purpose, and Language convention.

TASK 15 Magic 8. Work in groups of five and find out how familiar you are with these MAGIC

8 ways.

> See hardships as challenges rather than insurmountable obstacles.

> Focus on the positive rather than the negative effects.

. Scout for sones that any or some of the following experiences.

. Play the tape or sing the song.

poverty prejudice loss of loved ones failures setbackshope perseverance sound decisions charity

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> Take comfort in the love and support of the famrly'

chalenles <ir decision made.

> Act and think like what you do makes a difference.

. point out which of them you already have experienced as you faced the

challenges of everyday life and as the basis for self-improvement.

. Jot down your thoughts about how your experiences have given you a

second chance for self-enhancement.

. share your,thoughts with your peers, groupmates, and others.

TASK '16 fire Best Info-Ad C4rnPaiSn

. Imagine that you are a famous or influential person who fs committed to

promote ways to cope tth challenges through using all f9r1s of 1$i,a;

,. you could also ,imagine ihat you are a government official who will help

in the promotion and information drive to educate and help teenagers in:

coping wittr challenges. ,

A. Setting UP

. Set up a special meeting fdr you to brainstorm, discrrss, and decide"qs

the following:

r' Objectives

r' Different Committees

r' Activities

r' Plans

Plan the concept, features, and modes of presenting the Info-Ad'

Prepare the script, technological aids, musical background, and materials

needed.

Gathering Information

1. Research and gather information about the topic for the ad.

2. Create a questionnaire designed to gather information you may need about

Programs you need to Produceyour major tasks

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(an Info-Ad/Advocacy Campaign on ubing

positive w-ays to cope with challenges )

1.

2.

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B.

the qualities and features of an ad campaign that would attract people.

3.Askandanswerquestionsonhowtheywillpresentthead.

4. Interview groupmates on the specific topic for the Info-Ad you want towork on.

6. Decide on and choose the most preferled topic by the majority.

7. Use note cards for gathered information. ,

8. Share findingswith the group. ,t

C. Radio Script

1. Prepare a radio script highlighting your cho,sen magic ways from Magic8 activity.

2. Focus on the important issues confronting teenagers today.

3. Choose ttre best ads that present the concerns of the majority inthe groups.

4. Analyze the structure, format, contents, sqrle, and strategies used inthe ads.

s. choose members of the group who will form the cast,,including thenarrator and the leadingcharacter.

6. Rehearse, polish, record, and share your radio script \,vith the class.

T. Set time for feedback.

D. Music/Jingle

1. Find and choose contemporary songs that reveal sonle of the same emo-tions conveyed in the radio script.

2. Share the songs with your classmates.

g. Talk about how it relates to the message of the radio script.

4. Record the background music and sound effects that you might use.

5. Put togefher, relate, and use the musical recordings and the radio scriptready for the rehearsals.

6. Rehearse and shoot for the Info-Ad.

Z. Conduct peer checking.

8. Present, review, edit, and polish the Info-Ad based on the comments and

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suggestions made byyour peers.

' g. Answer the following questions:

r' Are there other changes they want to make on your Info-Ad?

./ Is there anything included that you would like to remove?

r' Is there any information/idea that you need to add?

y' Are there other changes they thought could have been made?

./ Is there anything included that theywould have taken out?

( Is there any information that they would have elaborated on?

ro. Make the necessary changes and modifications.

E. Presentation

1. Use appropriate technology aids in your oral presentation of your Info-Ad.

z. Present your Info-Ad/Advocacy Campaign on Using Positive Ways toCope with Challenges

Post it in your Facebook wall, TWitter, or blog.

Invite the public especially your friends to share their comments andsuggestions through FB, TWitter wall, or e-mail.

Assess the Info-Ad/ Advocacy Campaign on Using Positive Ways to Cope

with Challenges based on the following criteria: Focus, Content, Purpose,

Organization and Developnient, Relevance, Clarity, Style, Impact, andICT integration.

YOUR TREASURE

You've learned that in your life's journey, simple or complicated changes keep

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coming. These changes bring a lot of trials or challenges. Sometimes theybringhappiness, at times depression. Just the same, you have to cherish these changesthat bring challenges because they push you either up or down. Hence, you mustreact positively by looking for ways to make your lifp better if not the best.

TASK IZ How are you doing?

Ttrinkbackonthe activities, tasksyou'vefinished, and conceptsyou'velearned.

Reflect on and answer the following questions:

1. What is it that you found most enjoyable and most dfficult in this lesson?2. How do you plan to do away with these diffic,ulties?

3. Write at least three (3) possible ways or steps you can adopt for you tosolve these difficulties.

4. What skills do you hope to improve or strengthen in the next lessons?

Plot your responses in your Learning Log.

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