3. I. OBJECTIVES
AT THE END OF THE DISCUSSION, THE STUDENTS MUST BE
ABLE TO:
A. IDENTIFY AND UNDERSTAND PERSONA’S TONE OR
MOOD IN THE POEM.
B. DEMONSTRATE UNDERSTANDING OF THE TEXT
THROUGH THE INTEGRATION OF MUSIC.
C. SHOW PARTICIPATION, TEAMWORK AND COOPERATION
THROUGHOUT THE LESSON AND GROUP ACTIVITY.
4. II. SUBJECT MATTER
A.LITERARY SKILL: IDENTIFYING THE PERSONA’S MOOD
AND TONE IN THE POEM.
B.SELECTION: “OH CAPTAIN, MY CAPTAIN!”
C.VALUES: COOPERATION, RESPECT
D.MATERIALS: VISUAL AIDS, LAPTOP, PROJECTOR
E.REFERENCES:
HTTPS://WWW.TEACHFORAMERICA.ORG/STORIES/HO
W-TO-ANALYZE-A-POEM-IN-6-STEPS
5. III. PROCEDURE
A. BEFORE READING
• PRELIMINARIES
• GREETINGS.
• THE TEACHER WILL ASK A STUDENT TO LEAD A PRAYER.
• THE TEACHER WILL CHECK THE ATTENDANCE THROUGH ROLL CALL.
• REVIEW
• THE TEACHER WILL ASK A STUDENT TO DO A QUICK REVIEW OF THE PREVIOUS
LESSON.
• MOTIVATION
• THE TEACHER WILL PRESENT IMAGES WITH RANDOM LETTERS IN A POWERPOINT
PRESENTATION. THE STUDENTS WILL IDENTIFY WHAT IS IN THE PICTURE AND TRY TO
GUESS THE CORRECT GIVEN WORD.
6. B. DURING READING
A. PRE-READING
• VOCABULARY CHECK.
• BEFORE THE TEACHER PROCEED TO THE DISCUSSION, HE WILL ASK THE STUDENTS
TO ANSWER THE VOCABULARY WORKSHEETS INDIVIDUALLY.
1. A FRAMEWORK, TYPICALLY WITH RAILS, BARS, HOOKS, OR PEGS, FOR HOLDING OR
STORING THINGS. (RACK)
2. FEELING OR SHOWING ELATION OR JUBILATION. (EXULTING)
3. A VALVE LESS BRASS INSTRUMENT THAT RESEMBLES A TRUMPET. (BUGLE)
4. SOMETHING INTERTWINED OR ARRANGED IN A CIRCULAR SHAPE. (WREATH)
5. A LONG JOURNEY INVOLVING TRAVEL BY SEA OR IN SPACE. (VOYAGE)
7. B. PRESENTATION/LESSON PROPER
• THE TEACHER WILL DISCUSS AND EXPLAIN TO THE STUDENTS THE DEFINITION
OF TONE AND MOOD OF A POEM, ITS USES, SIMILARITIES, DIFFERENCES, AND
PROVIDE EXAMPLES.
• AFTER THE DISCUSSION OF THE TONE AND MOOD OF A POEM, HE WILL NOW
DISCUSS THE RELEVANCE OF THE POEM TO HISTORY, THEN PRESENT A POEM
INSPIRED BY THE EVENTS OF THE AMERICAN CIVIL WAR.
• THE TEACHER WILL PRESENT THE POEM IN THE CLASS AND LET THE STUDENTS
READ IN CHORUS.
8. OH CAPTAIN, MY CAPTAIN!
BY WALT WHITMAN
O CAPTAIN! MY CAPTAIN! OUR FEARFUL TRIP IS DONE,
THE SHIP HAS WEATHER’D EVERY RACK, THE PRIZE WE SOUGHT IS WON,
THE PORT IS NEAR, THE BELLS I HEAR, THE PEOPLE ALL EXULTING,
WHILE FOLLOW EYES THE STEADY KEEL, THE VESSEL GRIM AND DARING;
BUT O HEART! HEART! HEART!
O THE BLEEDING DROPS OF RED,
WHERE ON THE DECK MY CAPTAIN LIES,
FALLEN COLD AND DEAD.
O CAPTAIN! MY CAPTAIN! RISE UP AND HEAR THE BELLS;
RISE UP- FOR YOU THE FLAG IS FLUNG- FOR YOU THE BUGLE TRILLS,
FOR YOU BOUQUETS AND RIBBON’D WREATHS- FOR YOU THE SHORES A-CROWDING,
FOR YOU THEY CALL, THE SWAYING MASS, THEIR EAGER FACES TURNING;
HERE CAPTAIN! DEAR FATHER!
THIS ARM BENEATH YOUR HEAD!
IT IS SOME DREAM THAT ON THE DECK,
YOU’VE FALLEN COLD AND DEAD.
MY CAPTAIN DOES NOT ANSWER, HIS LIPS ARE PALE AND STILL,
MY FATHER DOES NOT FEEL MY ARM, HE HAS NO PULSE NOR WILL,
THE SHIP IS ANCHOR’D SAFE AND SOUND, ITS VOYAGE CLOSED AND DONE,
FROM FEARFUL TRIP THE VICTOR SHIP COMES IN WITH OBJECT WON;
EXULT O SHORES, AND RING O BELLS!
BUT I WITH MOURNFUL TREAD,
WALK THE DECK MY CAPTAIN LIES,
FALLEN COLD AND DEAD.
9. C. AFTER READING
A. POST-READING
THE TEACHER WILL ASK THE STUDENTS THE FOLLOWING QUESTIONS:
1. WHAT IS THE CAUSE OF THE CAPTAIN’S DEATH?
2. WHAT IS THE MOST SIGNIFICANT LINE IN THE POEM?
3. HOW DOES THE AUTHOR CREATES SYMBOLISM THAT WILL REFLECT TO
THE EVENTS THAT HAPPENED DURING THE AMERICAN CIVIL WAR?
4. IDENTIFY THE TONE AND MOOD THAT ARE PRESENT IN THE POEM.
5. WHAT IS THE MESSAGE THAT THE AUTHOR WANTS TO CONVEY TO THE
READERS REGARDING THE AMERICAN CIVIL WAR?
10. B. APPLICATION
• GROUP ACTIVITY
• THE TEACHER WILL DIVIDE THE CLASS INTO THREE GROUPS. THE STUDENTS WILL BE
TASKED TO APPLY MELODY, HARMONY, AND RHYTHM TO THE GIVEN POEM AND
CREATE A SONG AND PRESENT IT IN THE CLASS.
C. GENERALIZATION
• THE TEACHER WILL ASK THE STUDENTS TO DEFINE THE TONE AND MOOD OF THE
POEM IN THEIR OWN WORDS TO SHOW HOW MUCH THEY HAVE UNDERSTOOD THE
LESSON.
11. IV. EVALUATION
THE TEACHER WILL GIVE AN ESSAY TYPE OF TEST.
1. WHAT IS THE ROLE AND IMPLICATIONS OF TONE AND
MOOD IN A POEM? (5 POINTS)
