Transcript of "Integrating Language and Literature"
OZYMANDIAS Percy Bysshe Shelley
SAMPLE LESSON PLAN YEAR LEVEL: III TOPIC: “OZYMANDIAS” BY PERCY BYSSHE SHELLEY
OZYMANDIASI met a traveler from an antique landWho said: Two vast and trunkless legs of stoneStand in the desert… Near them, on the sand,Half sunk, a shattered visage lies, whose frown,And wrinkled lip, and sneer of cold command,Which yet survive, stamped on these lifeless things,The hand that mocked them, and the heart that fedAnd on the pedestal these words appear:‘My name is Ozymandias, king of kings:Look on my works, ye Mighty, and despair!’Nothing beside remains. Round the decayOf that colossal wreck, boundless and bareThe lone and level sands stretch far away.
Objectives: In this lesson, the students are expected to1. Investigate the range of meanings/ connotations of selected words2. Show an understanding of the poem’s meaning by drawing conclusions about the setting and the characters3. Write a short verse about the legacy they would like to leave for this world
Motivation: Bring a picture that depicts what your legacy will be to this world.
Lesson Proper:1. Pre-Reading Activity- Former President Fidel V. Ramos calls the Skyway his “legacy to the Filipino people.” What do you think is the legacy of the following: Mahatma Gandhi, Cory Aquino, Ferdinand Marcos, Jose Rizal?
2. What would you want to be your legacy? In pairs, show and explain the picture of your legacy.3. Investigate the word “legacy”: Is it something material? What other words are synonymous to it? From whom does it come? To whom is it given? For what purpose?
4. While Reading Activity- As you read the poem, look out for the following words: sneer, shattered, cold, colossal, an tique. Place it along the cline to show possible range of meanings: positive ----- neutral ----- negative
5. Class Discussion --Characters: How many? Who are they? --Setting: Where? --What is Ozymandias’ legacy to his people? What kind of leader was he? What words/phrases hint at his character? -- At what point would you place him on the cline below? benevolent ---- kind ---- cruel loved ---- popular ---- feared weak ---- efficient ---- passionate
-- What is the effect of havingthese two lines come oneimmediately after the other?“…Look on my works, ye Mightyand despair!/Nothing besideremains…”-- Explain how irony is shown inthe story of Ozymandias.
6. Synthesis: Pretending to be the story-telling traveler, narrate the story of Ozymandias in the fewest sentences possible.7. Post-Reading Activity– review the picture of your legacy. Write your epitaph, addressed to the community/family/person to whom you wish to leave your legacy.
INTEGRATING LANGUAGE AND LITERATURE: An Approach to Teaching Literary Texts Rosalia A. Pison
Question: How do we teach literaturein the Philippine High School setting?
Reality check In the Philippines, literature is one component in conjunction with the teaching of listening, speaking, reading, and writing. Literary texts are used as materials for helping students acquire reading competencies. Literature is used for exposing students to the creative use of language.
Where is the emphasis? The emphasis is NOT the study of literature, but the USE of literature as a tool for learning other skills.
DEFINING THE INTERFACE LITERATURE IS BOTH BODY AND SOUL – FORM AND MEANING, LANGUAGE AND CONTENT.
What are the goals of subjectareas? The literature teaching to enhance reading skills and gain appreciation for the content and meaning of a literary text The language teaching provide opportunities for students not to practice the language but also to gain awareness of its creative forms and functions.
FIG. 1: THE LANGUAGE-LITERATURE INTERFACE INTERPRETATION OF TEXTS APPRECIATION OF THEMES/VALUES/CULTURE LITERATURE LANGUAGE PRACTICE LANGUAGE AWARENESS AND APPRECIATION
THE LINGUISTIC VALUE OF LITERATURE“LITERATURE ISLANGUAGE IN USE ANDTHEREFORE NOTSEPARABLE FROMLANGUAGE” (Carter and Long, 1991)
The studies reviewed by Devine (in Carell, et al. 1988) suggest a symbiotic relationship between Language Proficiency and Reading Proficiency: Second Language Learners who had acquired better language proficiency were more efficient readers; Conversely, those who had greater exposure to written material had better chances of improving their language proficiency.
SYSTEMATIZING LANGUAGE- LITERATURE INTEGRATION Icoz (1992) suggests an important consideration for this framework:In order for a literature course to bemaximally beneficial, it should beconducted in such a way that it becomesneither a language course for practicalskills nor a pure literature course with aview to a specialization in literature.
The Teaching of Literature must becharacterized by the following qualities:Emphasis on the Central Role of the TextStudent-centered Classroom The Use of Variety of Activities
THE CENTRAL ROLE OF THE TEXT Let the students experience the language of the text itself rather than a presentation of ready-made interpretations. Attention to linguistic features (patterns, collocations, etc.) Students need to be encouraged to constantly refer to the text first to fully figure out what a literary passage means.
TEXT MANIPULATIONA method that can assist students ingaining sensitivity to the language of atext and focusing on certain aspects thatcan lead to its meaning. The closeinvestigation of a text becomes apersonal investment which will sharpenstudents’ responses and encourageindependent and active reading.
THE STUDENT-CENTERED CLASSROOM“ALLOWS MORE EXPLANATION OF THE LITERARYTEXT BY THE LEARNERS THEMSELVES ANDINVITES LEARNERS TO DEVELOP THEIR OWNRESPONSES AND SENSITIVITIES” – Carter andLong, 1990)ExamplesOpen questionsMapping reading journeysWriting personal response to a literary piece
A VARIETY OF ACTIVITIESAccording to Gardner’s Theory ofMultiple Intelligences (Martel, 1989),Learners are “highly whole persons wholearn best when all their senses andemotions and their many kinds ofintelligences are actively involved in theprocess of learning.”
Critiquing Objectives: 1. Investigate the range of meanings/ connotations of selected words 2. Show an understanding of the poem’s meaning by drawing conclusions about the setting and the characters 3. Write a short verse about the legacy they would like to leave for this world
The preliminary discussion andactivity cue the students in to thecontent of the text: the ideas ofleadership and legacyThe while-reading activity requiresthe students to record theimpressions given by adjectives .They also pay closer attention tosome language features.
Synthesis: Pretending to be thestory-telling traveler, narrate thestory of Ozymandias in the fewestsentences possible.The discussion gives attention tothe poem’s meaning and form.Students will be challenged to usethe language to a deeperunderstanding of the story’smeaning.
Post- Reading Activity- Review thepicture of your legacy. Write yourepitaph, addressed to thecommunity/family/person to whomyou wish to leave your legacy.Students are now at the “producing”end of language, that is, speaking andwriting in English, and applying the skillof careful word choice for both theshort narration and the epitaph.
TO GENERALIZE Literature and Language are inseparable. Language-Literature integration happens naturally. The Real Interface is to give equal importance to language and literature. Students can benefit from an equal consideration of both.