Learning Plan for Third Year (Grade 9)

SY: 2013 – 2014

Prepared by: Sincerelyn B. Ganob

Lesson: Poem Analysis – Fire and Ice by Robert Frost

Time Frame: 3 periods

I. Stage 1: CONTENT GOALS/STANDARDS

A. CONTENT STANDARD
 The learner understands the elements of poetry.
 The learner understands the poetic devices for poem analysis.
B. PERFORMANCE STANDARD
 The learner determines the elements of the poem and expresses ideas
effectively through content analysis and composition.
C. LEARNING COMPETENCIES
 The learner recognizes the elements of poetry present in the poem Fire and
Ice by Robert Frost.
 The learner analyzes the poem.
D. ENDURING/ESSENTIAL UNDERSTANDING
 The learner understands that a poem is a piece of writing in which the
expression of feelings and ideas is given intensity by particular attention to
diction (sometimes involving rhyme), rhythm, and imagery.
 The learner understands that the elements of poetry can be classified into
content, form, language, syntax and imagery.
 The learner understands that the poetic devices under content are the
speaker, tone, tension, and context.
 The learner understands that the poetic devices under form are structure,
stanza and lines, and rhyming scheme.
 The learner understands that the poetic devices under language are word
choice, meaning, and rhythm.
 The learner understands that the poetic devices under imagery are visuals
and sensory, metaphor and symbolism.
 The learner understands that poem analysis can be done through the
elements of the poem and content analysis.
 The learner understands that content analysis is a systematic analysis of
the content rather than the structure of a communication, such as a written
work, speech, or film, including the study of thematic and symbolic
elements to determine the objective or meaning of the communication.
  The learner understands that content analysis utilizes the themes and
symbolisms of the poem for its analysis.
 The learner understands that theme talks about the central idea or the
thought behind what the poet wants to convey.
 The learner understands that symbolisms is a poetic device that uses
symbols or a person, place, object, thing, name, title, aspect of setting that
suggests something beyond itself and has a range of meanings.

ESSENTIAL QUESTIONS:

 What is a poem?
 What are the elements of a poem?
 What are the poetic devices under each element?
 What is content analysis?
 What is theme? Symbolism?
 How can you utilize the theme and symbolism for poem analysis?
E. VALUES INTEGRATION (IFL)
 IFL: In as much as both fire and ice are equally destructive, both anger
and hatred are also destructive.
 Values: Love
 Ephesian 4:26 (NIV) “"In your anger do not sin": Do not let the sun go
down while you are still angry…”
 1 John 4:7-8 (KJV) “Beloved, let us love one another for love is of God
and everyone that loveth is born of God and knoweth God. He that loveth
not, knoweth not God for God is love.”

II. Stage 2: ASSESSMENT EVIDENCES

A. KNOWLEDGE (Acquire)
1. Content: How do the tone of the speaker and the context of the work change
your understanding of the poem?
 Speaker: The one who speaks in the poem. The speaker could be the
poet or a specific persona. It further addresses the following questions:
How is the speaker involved in the poem? Is the speaker an omniscient
narrator or casual observer? Does the speaker refer to himself/ herself
in the 1st person? Is the speaker from an identifiable time period? How
does knowing the historical context of the poem change your
understanding of the speaker’s attitude?
 Tone: The attitude the poet has towards his subject. It further answers
the following questions: How does diction influence the understanding
of the tone? Does the tone change as the poem progresses? Is it
consistent at the beginning and ending of the poem?
  Tension: The conflict between two forces. What is the conflict or point
of tension in the poem? Is there an external or internal conflict?
Physical, spiritual, moral, philosophical, social, etc? How is the
tension in that conflict developed with poetic elements? Is it resolved?
 Context: When was the poem written? What were the historical,
political, philosophical, and social issues of that time? Does that
change your understanding of the poem’s theme? Did poets during that
time period follow particular style? Is the poem consistent with the
literary conventions of that era? How is it inconsistent?
2. Form: How does the form of the poem correspond to theme and main idea of
the work?
 Structure: Does the poem follow a formal poetic structure such as a
sonnet, haiku, sestina, ode, blues poem, etc.? If so, what are the
characteristics of that form? How does it deviate from that form?
 Stanza and Lines: Are stanzas and lines consistently the same length?
Do they follow a particular pattern? Are there any stanzas, lines, or
words that diverge from the pattern?
 Rhyme Scheme: Does the poem follow an identifiable rhyme scheme
corresponding to a specific poetic form? What kind of rhyme is used
internal or end rhyme, slant or true rhyme, etc.? Is it consistent or
scattered throughout? If not, where does the rhyme change or appear
and why? What is the overall purpose or effect of the rhyme scheme?
3. Imagery: How does the imagery construct the poem’s theme, tone, and
purpose?
 Visuals and Sensory: Are the images literal or figurative, abstract or
concrete? What sensory experiences are evoked? Are certain images
repeated?
 Metaphor: Does the poet use metaphors to make comparisons and
express images or abstract ideas? Is there an extended metaphor? What
is the effect of the metaphors on the tone and theme of the poem?
 Symbolism: Are certain objects or actions developed in the imagery
symbolic of an abstract idea? Do these symbols reoccur? Do they help
to create an allegory?
4. Language: How does the language and rhythm contribute to the meaning,
purpose, or emotional force?
 Word Choice: How would you characterize the poet’s word choice? Is
it formal, conversational? Does the poet use a specific dialect for the
speaker?
 Meaning: What are the connotations and denotations of particular
words? Are certain words repeated? Are they abstract or concrete,
literal or metaphorical?
  Rhythm: Does the poem have an identifiable rhythm arranged in the
meter (iambs, spondees, trochees, dactyls, etc.)? How many syllables
are in each line? Does it follow a pattern? What syllables are stressed
and unstressed? How does alliteration, assonance, or consonance
enhance the rhythm and musicality of the poem?
5. Syntax: How do the poet’s syntactical choices change or expand the ideas in
the poem?
 Enjambment: How are lines broken? Are they broken before a
grammatical or logical completion of a thought to create an
enjambment? Or are they end-stopped, breaking after the completion
of a sentence or other grammatical pauses? How does the use of
enjambment create a duality of meaning in the lines?
 Verbs: Are verbs active or passive? What tense does the poet use? Is it
consistent? How does tense consistency (inconsistency) affect the
passage of time within the poem?
 Sentence Structure: Does the poet use complete sentences, fragments,
or a combination of both? Is there a pattern? How do the poet’s
sentence choices contribute to the understanding of the poem? Within
the sentence, is the word order natural or grammatically irregular?
 Punctuation: How is punctuation used or not used? Is it consistent with
grammatical conventions? What effect does the punctuation create on
how the poem is read? How does it affect the speed? Where are the
pauses? Does the poet use italics, bold fonts, dashes, or any other
uncommon fonts or punctuation devices? If so, why?

B. PROCESSING SKILL (making meaning)

1. Analysis using the elements of the poem, Fire and Ice by Robert Frost.
 Content
 Form
 Language
 Imagery
 Syntax
2. Content Analysis - a systematic analysis of the content rather than the
structure of a communication, such as a written work, speech, or film,
including the study of thematic and symbolic elements to determine the
objective or meaning of the communication.
 Thematic Study – what is/are the theme/s of the poem, Fire and Ice?
 Symbolic Study – what is/are the symbolism/s present in the poem,
Fire and Ice?

C. UNDERSTANDING (application)
 1. What are the elements of poetry present in the poem?
2. What is the message of the poem, Fire and Ice?

D. PERFORMANCE/TRANSFER TASK
1. The Grade 7 students will be asked to demonstrate their understanding of the
elements of poetry by determining the elements of poetry present in the poem,
Fire and Ice by Robert Frost.
3. The students will be divided into groups of five members to compose a poem
similar in structure of the poem, Fire and Ice in either of the following themes:
life, love, studies, nature, and relationships; and, demonstrate in class the
analysis of the poem.
 Goal: Demonstrate understanding on the elements of poetry.
 Standard: The students’ output (poem) class demonstration (delivery
of poem analysis) will be assessed on the following criteria:

Criteria for the Poem (Poem Making):

CONTENT – 30
IMAGERY - 30
ACCURACY – 20
COOPERATION – 20

III. Stage 3: LEARNING PLAN

ACTIVITIES

Preliminary Activity

 Prayer
 Checking of Attendance
 Greetings/Making Connections

1. EXPLORE
 Testing Prior Knowledge
o The teacher will ask the students what comes to their mind when
the word poem is mentioned, and what their ideas are as to how a
poem is analyzed.
 Processing Questions
o What are the elements of poetry present in the poem, Fire and Ice
by Robert Frost?
o What is the message of the poem, Fire and Ice considering its
theme and symbolisms?
 Motivation
 o The teacher will ask how destructive fire is and how destructive ice
as well. The teacher will post the rating scale of 1 – 10 for the
rating of how destructive fire can be in comparison with the ice.
First, the teacher will ask the class the destructive capability of fire
and ice before the prepared illustrations. (short video clip and
realia of ice)

Class discussion about:

Poem

Elements of Poetry (Poetic Devices)

Content Analysis (Themes and Symbolisms)

2. FIRM UP
Activity: Poem and its elements
The teacher will post strips of paper (one at a time) for the terms to be
discussed and ask the students the ideas they have on them. The teacher will give
the definition of a poem and discuss the elements of poetry with classroom
interactions. After the discussion of the elements, the teacher will post or project
the poem and ask the class to read orally. The teacher will then divide the class
into groups of six members and the teacher will give a picture for each group and
ask the groups to determine the elements of poetry in the poem and the message
of the poem, considering the photo given.

3. DEEPEN
Activity:
Divide the class into groups of five members. The teacher will instruct the
groups to create a poem similar to that of Fire and Ice in structure or form, yet
with a different theme. The groups will be asked to choose one theme among the
following themes: life, love, studies, nature, and relationships. No duplication of
themes. The teacher will first ask the first group their choice of theme, then to the
other groups. The teacher will give them the freedom to creatively
demonstrate/deliver the analysis of their poem in class. The teacher will post the
criteria for the poem and its making. The teacher will also give copies of the
scoring rubric for the demonstration or delivery of the poem analysis.

Reference:

Handouts created by Traci Freeman, Last revised by Erin Clough, March 2009