Appreciation Lesson Plan

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Prototype Lesson Plan for Grade 7

Objective
At the end of the lesson students should be able to:
 Define and discuss what a ballad is?
 Reflect the value of appreciation
 Write a simple ballad
Subject Matter
Topic: Ballad of a Mother’s Heart
Reference: https://www.youtube.com/watch?v=qVl3kig2qEk
https://www.wikihow.com/Write-a-Ballad
Materials: Visual aids, handouts.
Values Integration: Appreciation

Procedure
A. Classroom Routine

B. Motivation
1) The student will be tasked to listen to the song entitled “Thanks To
You” by Tyler Collins. Afterwards, the teacher will ask them about what
the lyrics is trying to convey (expected answer: it tells us to appreciate
the good things that others done to us about how thankful you are)

2) After soliciting the students’ reflections, the teacher will connect the
song to the poem, “Ballad of a Mother’s Heart” by Jose La Villa Tierra,
that the students are about to watch.

C. Literature (Listening and Viewing Activity)

1) The teacher will play the short video animation of the “Ballad of a
Mother’s Heart” and will asked questions afterwards.

D. Compression Questions

1) What do you think is the message of the poem?


2) How is the appreciation depicted in the poem?
3) How would you show appreciation to your mother?
4) Do you appreciate your mother’s love for you? If so, How?
E. Discussion of Literary topic

What is a Ballad?

A ballad is a type of poem that is sometimes set to music. Ballads have a


long history and are found in many cultures. The ballad actually began as a
folk song and continues today in popular music. Many love songs today can
be considered ballads.
A typical ballad consists of stanzas that contain a quatrain, or four poetic
lines. The meter or rhythm of each line is usually iambic, which means it has
one unstressed syllable followed by a stressed syllable. In ballads, there are
usually eight or six syllables in a line. Like any poem, some ballads follow
this form and some don't, but almost all ballads are narrative, which means
they tell a story.
Because the ballad was originally set to music, some ballads have a refrain,
or a repeated chorus, just like a song does. Similarly, the rhyme scheme is
often ABAB because of the musical quality of this rhyme pattern.
While ballads have always been popular, it was during the Romantic
movement of poetry in the late 18th century that the ballad had resurgence
and became a popular form. Many famous romantic poets, like William
Wordsworth, wrote in the ballad form.
Characteristics of Ballads
 Most ballads have a narrative form.
 Ballads tend to have a distinctive verse form-Quatrains.
 Ballads have refrains-with four stresses per line—general effect is
musical.
 Most ballads contain dialogue.
 The common rhyme scheme of many ballads is (abcb) with ballad
stanza lines 2 and 4 rhyming.
 These poems are generally very impersonal in tone and not very
reflective.
 Ballads tend to be extremely concise and tend to recount one episode.
 Common themes include tragic love themes, history, supernatural,
unbelievable incidents, tragic domestic stories, etc.
Steps writing a ballad
Brainstorming Ideas
1) Think about a memorable event or tale. A ballad can also be an
exaggeration or fictionalization of a memorable event that happened to
you.
2) Look at current events. Many ballads focus on a major event in the
news or the media. Surf through the news online or flip through the
headlines in your local newspaper. Look for a current event that
sounds like a fascinating or strange story and use it as source material
for your ballad.

3) Read examples of a ballad. You can read ballads that are in poem
form and in song form.

Creating a Draft of the Ballad

1) Follow the structure of a ballad. Most ballads are composed in four


four-line stanzas. The first two lines will rhyme and the third line will
not, creating an AABC rhyme scheme. You can also try a rhyme
scheme where the second and fourth line rhyme and the third line
does not, creating an ABXB rhyme scheme
2) Introduce the main character to the reader. The first line of the
ballad is important, as it draws the reader into the story. Introduce
your main character or characters in the first line.
3) Limit the number of minor characters. Stick to one to two main
characters maximum, and one or two minor characters only if they are
absolutely necessary. The ballad should focus on key details of one
story with a small set of characters, not multiple main characters and
plots at once.
4) Use a memorable line as the chorus. In a typical ballad, the chorus
is the third or fourth line in the stanza that repeats throughout the
piece. The chorus should be relevant to the rest of the ballad and
contain strong imagery that sticks in the reader’s mind.
5) Include rhyme and repetition. Follow a set rhyme scheme in each
stanza. Repeat certain words or phrases over again in the ballad. Use
simple language that is descriptive to create a sense of rhythm in the
poem.
6) Use dialogue in the ballad. Have your characters speak in the
ballad, using quotation marks around their speech. Keep the dialogue
short and tight. Only provide the most essential details of the
character’s thoughts in the dialogue.
7) Build to a climax or realization. Like any good story, a ballad
should have a beginning, middle, and end, with a powerful climax or
realization in the latter half of the poem. The climax could be the most
dramatic thing that happened to the speaker or the main character. It
could also be the moment the main character realizes the reality of
their situation.
8) Have a powerful last stanza. The final stanza in the ballad should
sum up the key theme or idea in the piece.

Evaluation

Writing a Simple Ballad


A. This time, the class will be writing their own ballads using what they have learned
about popular ballads. The class can work with a group or a partner and follow the
following steps:

1. Think of a short story or anecdote. This could be sad or funny, real or made – up.
It may even be a scene from your favorite book, TV drama, or sitcom.
2. Identify your purpose for writing.
3. Keep your purpose in mind as you outline your story by assigning one event or
idea for each stanza.
4. Identify your major characters, your setting, and basic situation.
5. Brainstorm words related to your major characters, your setting, and basic
situation. If you would like to use a rhyme scheme, brainstorm rhyming words
pairs.
6. Write sentences for each stanza using the words you have brainstormed.
7. Read your ballad aloud to check if it has a good rhythm.
8. Check your work against the following rubrics
9. Make final changes.

BALLAD WRITING RUBRICS

Characteristics of Fully met Met Some Did not Meet Scores


Ballads Expectations Expectations Expectations
(20 – 25 points) (15 – 19 points ) (10- 14 points)

Single Story with a Story line is very Story line is The story has no
dramatic subject or clear and apparent, but lacks clear direction 25
mysterious events interesting. drama.
Simple language Uses simple Uses a mix of Uses fancy
language thatsimple language language that is
evokes images and fancy language hard to understand 25
that is hard to and visualize
visualize
Dialogue Contains two or Contains some Contains
more persons dialogue insufficient
speaking directly to dialogue 25
each other
Repeated lines Successfully uses Makes some use of Insufficient use of
repetition to repetition repetition 25
enhance
comprehension

B. Each group or partner will present the ballad to the class. They may choose to read it,
chant or rap it, or sing it with music. Make sure that they check the dictionary for any
words with pronunciation that they are unsure of. Remember to speak clearly and
pronounce each word distinctly. They can practice before the performance so that
they can recite in unison.

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