Ionell Jay R. Terogo M.Ed.-TESL 2 February 26, 2014 Sat 1:00-4:00 P.M.

EDL 241 (Language Testing) Dr. Cherry Malaque

MULTIPLE INTELLIGENCES (MI) INTEGRATED PROJECTS AND TASKS

Year Level: 4th Year High School

Topic: Elements of Poetry (Forms, Language and Meter, Sound Devices,
Figurative Language, and Imagery)
Text/s: Mother to Son by Langston Hughes (Lyric), Sonnet 18 by William
Shakespeare (Sonnet), The Iliad and The Odyssey by Homer (Narrative)
Macro Skill/s Focused: Reading, Writing, Speaking

Competencies:
 use appropriate language, idioms, figurative language, analogy to express one’s
feelings, thoughts, and ideas
 demonstrate the ability to use previous experiences as a scaffold for processing
information in a given text
 show appreciation for the significant human experiences expressed in various
types of literary genres in world literature
 single out imagery and poetic devices (e.g. figurative language, rhyme, etc.) used
for unity of effect and express appreciation for its use

Overview:
The teacher discusses the lesson on poetry as a general branch under the
umbrella of literature. Then as a culminating activity for the unit on poetry, the teacher
presents MI-integrated projects that students can choose as their world task (authentic
assessment).

MI Tapped Lesson Focus Task for Students Teacher’s Notes

Visual-Spatial Narrative Poetry: Epic Game Board *Allow students to
Epics (The Iliad Based on the plot of Homer’s The be resourceful and
and The Odyssey (or The Iliad if they prefer it), the creative.
Odyssey) students design a game board. They
choose very significant adventures of the *Encourage them to
Plot and other character (i.e. Odysseus) and they are to use poetic language
elements of an use their expertise, enthusiasm, and in the instructions,
Epic imagination in the mock-up board game. labels, rule book,
Then, the students write a rule book and etc. in the entire
produce necessary accessories: board, board game.
cards, dice, spinners, etc.
Linguistic Form, Sound Poetic Anthology *Challenge students
Devices, and The students choose one emotion (e.g. to focus on one
Imagery love, friendship, fear, jealousy) and they device for each
create a compilation of poems of different genre (e.g. use
genres (haiku, ode, elegy, sonnet, epic, alliterations in ode).
ballad, cinquain, acrostic, imagery,
concrete) based on the chosen emotion. *Remind them to
After creating all assigned genres, the think how audience
student will share one poem from his/her will create a mental
anthology and share/interpret it with picture after reading
appropriate emotion to be evoked after their poem. Thus,
reading it. imagery is
encouraged.
Logical- Language and Poetry Research *If possible, they
Mathematical Meter The students do extensive research of can create their own
poems that bear the different kinds of poems with different
stanzas, metrical lines and types of feet. kinds of stanzas,
Each kind of stanza (couplet, triplet, etc.), metrical lines, and
metrical lines (monometer, dimeter, etc.), types of feet.
and types of feet (iamb, trochee, etc.)
should be provided at least one example. *Require them to
 Proper identification and illustrations add footnotes and
through labels and markings in the poems bibliographic entries
must be evident in order to assure logical in their research to
and proper researches. A written and oral embolden proper
report is expected. citation.
Bodily- Figurative One-Act Plays *Encourage
Kinesthetic Language and The students are challenged to write one- students to
Lyric Poetry: act scripts with the extensive use of maximize drama
Sonnets (Sonnet figurative language. During their acting, through the use of
18 by William the characters should emphasize the props and
Shakespeare) figurative language used through voice costumes.
change, actions, gestures, or that the
*Allow them to use a
figure of speech is the highlight of the
variety of figurative
character’s line. Also, one of the five one-
language.
act play should be dedicated to
Shakespeare’s Sonnet 18 and students *If their lines are in
will interpret the sonnet as to how poetic language, the
Shakespeare intended it to be. better.
Musical Language and Poetry Concert *Challenge students
Meter, Sound The students focus on providing tune and to prepare a
Devices, and the music to the poems presented for the program as if they
Poetry Literary poetry lesson. The music they produce are in a real concert
Selections should be parallel to the emotion evoked with spiels from the
by the poems. They can make the poems artists.
into songs or they can interpret/read the
poems and provide perfect musical *Six-ten
scoring. They are also expected to sing a performances/
song which they researched as a poem songs
with liberal use of sound devices. Then,
they are to create a song and a ballad of
the themes of the literary selections.
Intrapersonal Lyric Poetry: Lyric Letters *Require students to
Mother to Son by The students are tasked to create letters use rhyme, meter,
Langston in lyric form. The letters to be made are: sound devices, and
Hughes and *a fictional response letter to the mother other poetic devices.
Imagery in the poem, Mother to Son by Langston
Hughes *Provide students
*a real letter to their mother explaining the stationery and
difficulties they achieved together as a encourage them to
tandem (daughter/son-mother) and their express through
way of gratitude their own
*an ode to success handwriting.
*a letter to their future self (5-10 years)
explaining what they will do to achieve
success; imagery is expected
*letters to people in their lives who could
help them achieve success in which the
letter seeks for encouragement and
advice on life’s difficulties; response
letters will be appreciated
Interpersonal Form and Survey Says on Poetry *Challenge students
Figurative The students go around their community to follow the
Language and city to ask 300 respondents on their research paper
views on poetry. Questions may include: format.
*Do they still send/receive poems?
*Require them to
*What is the form of poetry they usually
document their
encounter?
survey/interviews
*Why do people like/dislike poems?
through camera,
*Which of these figures of speech they
recorders, and
have used?
 *When do people use/hear poems? written notes.
Then, the students present their analysis
of the survey and prepare an oral and *Use of graphs is
written report to be submitted to the appreciated.
teacher.
Naturalistic Form and Advocacy Posters *Encourage
Imagery The students choose one environmental students to be really
issue that they are going to focus on in specific in choosing
order to create an advocacy poster. The an environmental
advocacy poster must include: issue (i.e. not
*an authored/famous poem related with deforestation alone
the environmental issue (e.g. Trees by but deforestation in
Joyce Kilmer) Cebu mountains)
*a concrete poem that is shaped
according to natural resources (e.g. a *More posters and
poem in tree-shape) poems, the better
*a slogan in poetic language (e.g. a
slogan in rhyme) *Challenge students
*cut-outs from recycled materials or to create poems that
objects from nature to serve as will envision an
background/frame of the poster unlikeable image if
*a quintet (or more lines) about asking ever environmental
people to act according to the destruction
environmental issue pressed on in the continues.
poster
Existentialist Poetry – in Obituaries *Encourage
general The students try to note their answers to students to present
the question – What would life be without their elegy/obituary
songs, poems? Then, they use their in class with the
notes in order to create an eight-quatrain proper musical
elegy or a poetic obituary to song and scoring.
poetry.
Then, they write in their journal notebook *Use of poetry in
about the purpose of poems in our lives journal writing is
and how poems shape the history of men adviced.
until now.

Rubrics: See attached below.

Rubric: Epic Game Board
Rubric: Poetry Writing

for Poetry Anthology and

Lyric Letters
Rubric: Research Project
Rubric: One-Act Play
Rubric: Song Interpretation
Rubric: Oral Presentation (for Survey Says)
Rubric: Advocacy Poster
Rubric: Obituary