Out In The Fields With God

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					         Learning Plan Quarter 3 Poetry Nov. 18 to 22, 2013
     1. Arrive at the meaning of the words through context clues
     2. Read the poem with correct phrasing and emphasis
     3. Paraphrase the poem
     4. Discuss the literary devices used in the poem
     5. Reflect on the beauty of God’s creation particularly nature and their significance to achieving inner
     6. Appreciate the poem through performing/presenting it using a differentiated activity

     Subject Matter:          Out iIn the Fields With God by Elizabeth Barret Browning
     References:              English Expressways pp. 180-181
     Materials:               Computers, Manila Papers, etc.

     Day 1

     I. Activity.
     1. Pre-Reading. Students watch a video about nature
     2. Up Close with the poetess, Elizabeth Browning: Short Biography
     3. Unlocking of Difficulties. Find the e of the words through context.

    1. DROWSY       The drowsy scouts went to bed early.
    a. lost                b. sleepy              c. drunk                    d. hungry

    2. CAST AWAY The captain of the ship ordered to cast away unnecessary belongings for his son’s journey.
    a. count            b. keep                  c. throw               d. inspect

    3. FRET         He reserved on fretting for his lost father.
    a. worrying             b. dreaming               c. crying               d. asking

    4. MOW          The lawn in the oval at the Grandstand has been mown by the new gardener.
    a. burn                b . guarded              c. passed by         d. cut the grass

    5. CARES        Victims of natural disasters like Earthquake in Bohol and typhoon Yolanda trusted all their
    cares to God.
    a. suffering, worries   b. happiness, joys        c. questions, doubts   d. prayers, petitions

    6. RUSTLING The rustling of the leaves and tree branches were heard during windy days.
    a. to strike the tree                                b. to fall on the ground
    c. to move with soft fluttering or crackling sound   d. to beat a person

1   7. LOWING       The lowing of the herds every morning is assigned to the siblings during weekend.
    a. pasturing           b. slaughtering or killing for food      c. stealing      d. driving away

     Carlo M. Pacinos, MAED | QNHS English Department
       Learning Plan Quarter 3 Poetry Nov. 18 to 22, 2013

    4. Reading.       Students read the poem silently. Then, the teacher reads the poem as students listen
                      attentively. Finally, students read altogether the poem.

    DAY 2
    II. Analysis

    1. While Reading. Individual
            Students answer the following comprehension questions:

          1. What could be the “little cares” that fretted the speaker?

          2. What does the line “I lost them yesterday” mean?

          3. Pick out the phrases that describe the beauty of nature.

          4. Why did the poetess find peace in the fields?

          5. Have you experienced finding serenity in nature when you have a problem?

          6. Can you think of other ways of easing one’s burden?

          7. What is the message of the poem?

    2. Post Reading

    2.1. Discussion

    DAY 3
    2.2. Group Task.

    Students divide the class into four groups; discuss answers in their group then pick a representative or
    two as discussant/s of their output. Each group shall be given 5 to 7 minutes to discuss their answers in
    class; are encouraged to use technology in the presentations. Each presentation shall be assessed based
    on the rubric (See attached).


    Carlo M. Pacinos, MAED | QNHS English Department
      Learning Plan Quarter 3 Poetry Nov. 18 to 22, 2013


    Carlo M. Pacinos, MAED | QNHS English Department
       Learning Plan Quarter 3 Poetry Nov. 18 to 22, 2013

    3. Group Task.

    A. Pick out words or phrases from the poem that appeal to the senses and write them in the chart

    Sight                 Hearing               Smell                    Touch          Taste

    B. Identify the figures of speech in the poem. (Lines 6 and 7)

    DAY 4

    III. Abstraction.

             The teacher gives emphasis on the following ideas:
    1. Finding peace in the fields
    2. Some other elements found in the poem

    DAY 5

    IV. Application.

    A. Students perform differentiated activity (See attached rubric):
    1. Choral reading or choral interpretation with movements
    2. Find a musical piece that best fits the poem
    3. Poem interpretation through drawing
    4. Dance- in-a-poem


    Carlo M. Pacinos, MAED | QNHS English Department
       Learning Plan Quarter 3 Poetry Nov. 18 to 22, 2013

    Assignment:     Create your own simple interpretation of the poem, Out in the Fields with God to show
    your appreciation of it. Post it in your social network. Ask for comments from your class on your work.


    Carlo M. Pacinos, MAED | QNHS English Department

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Description: Amidst the busy world where people feel such a quick escape here is a poem by Elizabeth Browning and see yourself the abundant beauty of God's love through his creations...