2. SAMPLE LESSON PLAN
YEAR LEVEL: III
TOPIC: “OZYMANDIAS” BY PERCY BYSSHE
SHELLEY
3. OZYMANDIAS
I met a traveler from an antique land
Who said: Two vast and trunkless legs of stone
Stand 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 fed
And 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 decay
Of that colossal wreck, boundless and bare
The lone and level sands stretch far away.
4. Objectives: In this lesson, the students
are expected to
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
5. Motivation: Bring a picture
that depicts what your
legacy will be to this world.
7. 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?
8. 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?
9. 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
10. 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
11. -- What is the effect of having
these two lines come one
immediately after the other?
“…Look on my works, ye Mighty
and despair!/Nothing beside
remains…”
-- Explain how irony is shown in
the story of Ozymandias.
12. 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.
13. INTEGRATING LANGUAGE
AND LITERATURE:
An Approach to Teaching
Literary Texts
Rosalia A. Pison
14. Question:
How do we teach literature
in the Philippine High School
setting?
15. 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.
16. Where is the
emphasis?
The emphasis is NOT the study of
literature, but the USE of literature as
a tool for learning other skills.
17. DEFINING THE INTERFACE
LITERATURE
IS BOTH BODY AND SOUL –
FORM AND MEANING,
LANGUAGE AND
CONTENT.
18. What are the goals of subject
areas?
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.
19. FIG. 1: THE LANGUAGE-LITERATURE
INTERFACE
INTERPRETATION OF TEXTS
APPRECIATION OF
THEMES/VALUES/CULTURE
LITERATURE
LANGUAGE PRACTICE
LANGUAGE AWARENESS AND
APPRECIATION
20. THE LINGUISTIC VALUE OF
LITERATURE
“LITERATURE IS
LANGUAGE IN USE AND
THEREFORE NOT
SEPARABLE FROM
LANGUAGE”
(Carter and Long, 1991)
21. 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.
22. SYSTEMATIZING LANGUAGE-
LITERATURE INTEGRATION
Icoz (1992) suggests an important
consideration for this framework:
In order for a literature course to be
maximally beneficial, it should be
conducted in such a way that it becomes
neither a language course for practical
skills nor a pure literature course with a
view to a specialization in literature.
23. key point:
Balance between
attention to content
(literature) and
language (linguistic
features)
24. The Teaching of Literature must be
characterized by the following qualities:
Emphasis on the Central Role of the Text
Student-centered Classroom
The Use of Variety of Activities
25. 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.
26. TEXT MANIPULATION
A method that can assist students in
gaining sensitivity to the language of a
text and focusing on certain aspects that
can lead to its meaning. The close
investigation of a text becomes a
personal investment which will sharpen
students’ responses and encourage
independent and active reading.
27. THE STUDENT-CENTERED CLASSROOM
“ALLOWS MORE EXPLANATION OF THE LITERARY
TEXT BY THE LEARNERS THEMSELVES AND
INVITES LEARNERS TO DEVELOP THEIR OWN
RESPONSES AND SENSITIVITIES” – Carter and
Long, 1990)
Examples
Open questions
Mapping reading journeys
Writing personal response to a literary piece
28. A VARIETY OF ACTIVITIES
According to Gardner’s Theory of
Multiple Intelligences (Martel, 1989),
Learners are “highly whole persons who
learn best when all their senses and
emotions and their many kinds of
intelligences are actively involved in the
process of learning.”
29. 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
30. The preliminary discussion and
activity cue the students in to the
content of the text: the ideas of
leadership and legacy
The while-reading activity requires
the students to record the
impressions given by adjectives .
They also pay closer attention to
some language features.
31. Synthesis: Pretending to be the
story-telling traveler, narrate the
story of Ozymandias in the fewest
sentences possible.
The discussion gives attention to
the poem’s meaning and form.
Students will be challenged to use
the language to a deeper
understanding of the story’s
meaning.
32. 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.
Students are now at the “producing”
end of language, that is, speaking and
writing in English, and applying the skill
of careful word choice for both the
short narration and the epitaph.
33. 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.
