This is a lesson planned to start the visión of art in a school as a powerful method to integrate images and symbols.
Task
five…………………………………………………………………
English
Literature
Luis
Fernando Pareja Muñoz, 13469314
Diana
Sofía Grisales, Tutor 551029_33
Universidad
Nacional Abierta y a Distancia UNAD
Bachelor´s degree in English as a foreign language
Medellín, Mayo 2019
A rocking Haiku by the Beatles
Task five
This is a lesson planned to serve seven
students, in the first grade of primary school
Objectives and Goals:
- To develop artistic sensibility towards Poetry
- To study English using a kind of English literature
- To analyze the syllabic structure of a poem made song
.
Warm Up: to set the stage for students by giving the objectives a
Context, the group listens to the pop song “all together now”, preparing the
introduction of the material in a way that students will relate to easily.
https://www.youtube.com/watch?v=73lj5qJbrms
3.
Direct Instruction:
This is an invitation to consider the metric structure in poetry. It is
something very simple; the number of syllables. For example when we analyze the
Haiku poems, we basically get the 5/7/5 order. What is the magic? It is to
signify an idea using the words limited by the logic of the structure. Example:
Philip Sidney said (5)
Poetry is ‘teach and delight’ (7)
Echoing Horace (5)
If each poem has a syllabic order as a limit, then we can play to find the
number of syllables on any poetry construction and at the same time using basic
numbers, letters and colors, to practice English.
As
a method of Direct Instruction the teacher writes on the white board the song
of the Beatles named: all together now. To consider the various learning styles
within class, be noticed that when the students were going through the Warm up
time they listened the song, now they can watch it written and complete in the
blink of an eye:
One, two, three, four, Can I
have a little more?
Five, six, seven, eight, nine, ten, I love you.
- A, B, C, D, Can I
bring a friend to tea?
E, F, G, H, I, J, I love you.
Bom, bom, bom, bom-pa-bom, Sail the ship, bom-pa-bom,
Chop the tree. Bom-pa-bom, Skip
the rope, bom-pa-bom,
Look at me.
All together now, All together now,
All together now, All together
now...
- Black, white, green, red, Can I
take my friend to bed?
Pink, brown, yellow, orange and blue, I
love you
Now
that the song is written on the wall is done to know the structure: 1- The poem begins with two verses from which the first one this is:
One, two, three, four,
Can I have a little more?
Five, six, seven, eight, nine, ten,
I love you. Easy to count: 4/ 7/ 6/ 3
The second verse:
A, B, C, D = 4
Can I bring a friend to tea? = 7
E, F, G, H, I, J, = 6
I love you = 3
Now
we have that first and second strophes match the same order: 4-7-6-3 syllables
per line. Let us consider the third section of the song:
Black, white, green, red, = 4 Can I take my friend to bed? = 7 Pink, brown, yellow, orange and blue, = 6 I love you = 3 Bingo! It is proved that along the song of the Beatles “all together now” the
poet accomplished the literature law. This is a kind of Haiku in the Rock
music. Let us take look at the bridge of the song:
Bom, bom, bom, bom-pa-bom, = 6 Sail the ship, bom-pa-bom, = 6 Chop the tree. Bom-pa-bom, = 6 Skip the rope, bom-pa-bom, = 6 Look at this: 6/ 6/ / 6/ 6 It is almost the number of the beast. And to end, the chorus:
All together now, = 4 All together now, = 4 All together now, = 4
All together now... = 4
.
Guided Practice: The teacher erases the white board and deliveries leaves of paper with the
written song and each student must count every syllable of every line of every
verse guided by teacher; practicing what they have learned so far. Under
supervision, the students are given a chance to practice and apply the skills
through direct instruction.
5.
Closure:
Teacher wraps up the lesson by giving to the concepts further meaning inviting
students to carry the poem to the next level: the music. The pupils are invited
to look for the guitar chords, which are very easy and help students organize
the information into meaningful context in their minds by giving to rhythm the
chance to play musical instruments or behave as singers.
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