Exegi Momentum: A Strategy Plan in Teaching

A Strategy Plan for Literature

Content: World Literature

Prepared by: Salazar, Janie

I.                Objectives and Rationale

A.    Objectives

At the end of lesson, students should be able to:

1.     Identify the types of dramatic poetry;

2.     relay the message of the poem through class discussion;

3.     point out the value of being resilient in order to achieve one’s goal in life by sharing instances from personal experiences and;

4.     express affirmation or objection on global issues by writing an essay.

II.              Subject Matter

A.    “Exegi Momentum” by Alexander Pushkin

B.    Russian concept of “resignation vs. Progressive thinking”

III.            Assumption

A.    Students will read the text in class

IV.            Activity Sequence

Activity Purpose	Expected Student Behavior	Planned Teacher Behavior	Materials	Time Frame
1.     Discuss the types of dramatic poetry.	Students participate in the discussion.	Teacher explains to the students the types of dramatic poetry.	Diagram showing the types of poetry.	10    mins
2.     Acquaint the students with the author of the poem.	The students will be shown a biographical montage of the poet. The class will discover the salient points of the life of the poet.	The teacher presents a biographical montage to the students. The teacher discusses the montage with the class.	Biographical montage of Alexander Pushkin	10 mins
3.     Have the students read the text	Students read the text aloud.	Teacher distributes the copy of the poem to the students. Teacher reads the poem first before she lets the students read aloud.	Copy of the poem	10 mins
4.     Have the students extract the message of the poem.	Students share their insights on the poem. Students answer questions the teacher asks.	The teacher discusses the poem with the class. The teacher explains to the students the concept of resignation and progressive thinking in relation with the message conveyed by the poem.	Copy of the poem	30 mins
5.     Allow students to evaluate the poem.	Students share experiences which show the value of resiliency.	The teacher asks students to relate the text to their personal lives.	Whiteboard, marker	10 mins
6.     Allow the students to express their thoughts (affirm or object) regarding global issues.	Students express their affirmation or objection by writing a short essay.	The teacher gives a current global situation to the class. She allows them to affirm or object with the given idea by writing an essay.	Pen, paper	30 mins.