Strategic Intervention Materials For Teaching

Strategic Intervention Materials in Teaching Asian Literature (Poetry) General Introduction People may perceive a difference between "literature" and some popular forms of written work. The terms "literary fiction" and "literary merit" often serve to distinguish between individual works. Critics may exclude works from the classification "literature," for example, on the grounds of a poor standard of grammar and syntax, of an unbelievable or disjointed story-line, or of inconsistent or unconvincing characters. Genre fiction (for example: romance, crime, or science fiction) may also become excluded from consideration as "literature." This SIMs contains literature, specifically poetry, by Oriental writers in English. It is given more prominence not just for its own sake but or its built-in advantage as a vehicle for values education. The selections are concerned with values in the students' areas of experience and the manner by which individuals cope with conflicts, sometimes beyond understanding. Study questions for understanding through the development of comprehension skills, thinking skills, and appreciation of the literary material is amply provided. General Objectives At the end of SIMs the students should be able to: A. Cognitive 1. Identify the images presented in the poem 2. Give examples that illustrates the ideas in the poem 3. Point out the similes in the poem B. Affective 1. Appreciate the images formed in the poem 2. Appreciate the poems of the Asian heritage 3. Appreciate the contribution of poems in the values of the people C. Psychomotor 1. Express ides in the poem through imagery 2. Formulate a poem through observation 3. Organize images that can be seen in the poem

Guide Card Poetry, from the Greek poesis meaning 'making' or 'creating', has a long history. Poetry as an art may out date literacy itself. In prehistoric and ancient societies, poetry was used as a way to record cultural events or tell stories. Poetry is amongst the earliest records of most cultures with poetic fragments found on monoliths, rune stones, and stelae. Poetry does not have to be painful. It can be taught in an enjoyable way. Students will learn to love the timeless form of literature once they are able to grasp its basic workings. Once the students know what to search for in a poem, they will begin to truly appreciate the beauty contained in its lines. In this SIMs, the students will focus on Oriental poetry, particularly from India, Japan and China. Indian poetry has a long history dating back to Vedic times. They were written in various Indian languages such as Vedic Sanskrit, Tamil, Kannada, Bengali and Urdu. Poetry in foreign language such as Persian and English also have a strong influence on Indian poetry. The poetry reflects diverse spiritual traditions with India. Chinese poetry can be divided into three main periods: the early period from the Han dynasty to the fall of the Qing dynasty, in which a number of different forms were developed, and the modern period of Westernized free verse. Japanese poets first encountered Chinese poetry when it was at its peak in the Tang dynasty. It took them several hundred years to digest the foreign impact, make it part o their culture and merge it with literary tradition in their mother tongue, and begin to develop the diversity of poetry. Specific Objectives: A. Cognitive Identify the images presented in the poem B. Affective Appreciate the images formed in the poem C. Psychomotor Express ideas in the poem through imagery

Activity Card A. Word Study Word study will help the students to expand their vocabulary knowledge about the selections that they have read. Direction: Arrange the words according to its meaning.

– to plan or agree in secret with others to commit an illegal or subversive act

– to argue or claim that something is true

–

to have a strong desire to possess something that belongs to somebody else

– a sudden powerful rush of wind

– to fade or lose freshness or vitality

– to signal to somebody to approach with a movement of the hand or head

– to become involved in somebody else's concerns or with somebody else's property

– something that limits freedom of action

B. Writing This will give writing opportunities for students to share knowledge with others. Directions: 1. Go somewhere in the classroom where you can observe nature closely: look and listen. Reflect on what you see and here, then write down, one-word descriptions of those things. Try putting your thoughts in the form of poetry. 2. Write an explanation of the poem of Tagore and Lao-Tzu. After writing, illustrate them by form of drawing.

C. Reading Comprehension This will measure the comprehension skills and develop thinking skills following all reading passages. Japanese Poetry: 1. What objects of nature are mentioned in the poem 4? What does the idea does the poem suggest? 2. In the poem 2, what idea is he expressing? Does he express the idea directly or indirectly? Indian Poetry 1. What are being compared in the first and second poems? 2. Pick out the poem which has rich imagery. What beautiful images are brought up in your mind's eye? 3. Which poem expresses a profound idea but has to be thought over or reflected upon for its hidden meaning? Chinese Poetry 1. What are the reasons given by Lao-Tzu? 2. What are the objectives or goals of a leader according to the poet?

Assessment Card This assessment will assess their insights and understandings about their learning. Direction: Encircle the letter of the correct answer. Japanese Poetry 1. In poem 1, to what idea about man's life does he connect the image? a. death

b. happiness

c. struggles

2. In the poem Morning Glory, what relationship is suggested between the morning glory and his life story? a. death happens in the morning

b. sleeping

c. life begins in the morning

Indian Poetry 1. What does the metaphor say in poem 5? a. light and dark

b. smile and tears

c. sun and rain

2. Point out the simile in the poem. a. sun and rain

b. cats and dogs

c. man and machine

Chinese Poetry 1. What are the poet's idea about a leader? a. help people

b. kill people

c. he doesn't care

Enrichment Card This will help make the students give value to what they have learned. Direction: A. Recall the insights that you have gained from Oriental poetry. These insights have to do with concepts such as the concept of good leadership, passive resistance, the bondage of finery, etc. B. Choose one that you find particularly significant and write well-constructed paragraphs to to express your ideas and feelings about it. C. Relate your experiences to your work through imagery.

Reference Card Ladera-de Leon, Helen Ponce. (2003). The New Dimensions in Learning English. Sampaloc, Manila. Rex Bookstore.

Key to Correction Word Study 1. conspire 2. contend 3. covet 4. gust 5. withered 6. beckons 7. meddler 8. constraint Reading Comprehension Japanese Poetry 1. branch, crow, autumn 2. about dream. Indirectly Indian Poetry 1. first poem: love and sunlight second poem: heart and wet tree 2. Fifth poem. Fireflies in the dark sky. 3. Third poem Chinese Poetry 1. leadership 2. open peoples hearts, fill their stomachs, calm their wills, brace their bones

Assessment Card Japanese Poetry 1. a 2. c Indian Poetry 1. a 2. a Chinese Poetry 1. a